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THE LADY'S BOOK.

LAURA BRIDGMAN,

THE DEAF, DUMB, AND BLIND GIRL OF THE BOSTON
INSTITUTION FOR THE BUND.

EY MRS. S1GOURNEY.

Where hides the light that to the eye

A holy message gave,
Tinging the retina with raws

From sky, and sea, w>d wave ? —
And where the sound, that to the soul

Its sinuous passage wrought ?
Or deftly breathing, made the lip

A harp-string to the thought ?

All fled .'—all gone ! — not even the rose

An odour left behind,
Faintly, with broken reed to trace

The tablet of the mind.
That mind ! — it struggles with its doom,

The sleepless conflict, see ! —
As through its Bastile-bai s, it seeks

Communion with the i'ree.

Yet still its prison-robe It wears,

Without a prisoner's pain,
For happy childhood's mimic sun

Glows in each bounding vein, — ■
And blest philosophy is near,

Each labyrinth to scan,
Through which the subtlest clue may bind

To Nature and to man.

So, little daughter, lift thy head,

For Christian love is nigh,
To listen at thy dungeon-grate,

And every want supply.

Say, links there not some beam from heaven,

Amid thy bosom's night?
Some echo from abetter land,

To make thy smile so bright?

There's many a lamp in Greenland cell,

Deep 'neath a world of snow,
That cheers the lonely household group,

Tho' none beside may know ;
And doth not God, our Father's hand,

Light in thy cloister dim
A hidden and peculiar lamp

To guide thy steps to liim ?

ITo. 11. Vol. 6.

THE

AMERICAN

FAMILY MAGAZINE,

OF
CONDUCTED

BY AN ASSOCIATION OF GENTLEMEN,

AND
Embellished with Several Hundred Engraving!.

APRIXr, 1839.

Published on the Fifteenth of every Month, at

ONE DOLLAR AND FIFTY CENTS A YEAR

Payable in Advance.

23,000

COPIES QISSTTLJlTSB 1C01TTH1T.

PUBLISHED BY OTIS, BROADERS & COMPANY,

120 WASHINGTON STREET.

E. A. Ri«« & Co. Lowell. Buffum 6l Gill, Nashua. R. Bbdnet, Salem. Colmah 6t

Chisholm, Portland. Smith At Fenno, Bangor. E. J. Lane, Dover, N. H.

J. Cnipin — Addison N. Chapin — Jacob Wader, are Authorised Agents.

POSTAGE under 100 miles, A cts. — over 100 mties, 6} cents.

LAURA BRIDGMAN.

The following* notice of this interesting, yet almost
senseless little creature is extracted from the last
annual report of the Trustees of the Boston Institu-
ion for the Education of the Blind. Laura Bridgman
can neither see, hear, speak or smell, and yet she is
happy ! What a rebuke to those murmurers who pos-
sess all the human senses, and yet complain of their
hard lot !

It has been ascertained beyond the possibility of
doubt, that she cannot see a ray of light, cannot hear
the least sound, and never exercises her sense of smell,
if she has any. Thus her mind dwells in darkness
and stillness, as profound as that of a closed tomb at
midnight. Of beautiful sights and sweet sounds, and
pleasant odours, she has no conception ; nevertheless
she seems as happy and playful as a bird or a lamb ;
and the employment of her intellectual faculties, the
acquirement of a new idea, gives her a vivid pleasure,
which is plainly marked in her expressive features.
She never seems to repine, but has all the buoyancy
andgayety of childhood. She is fond of fun and frolick,
and when playing with the rest of the children, her
shrill laugh sounds loudest of the group. When left
alone, she seems very happy if she has her knitting
or sewing, and will busy herself for hours : if she has
no occupation she evidently amuses herself by
imaginary dialogues, or recalling past impressions ;
she counts with her fingers, or spells out names of
things, which she has recently learned, in the manual
alphabet of the deaf mutes. In this lonely self-com-
munion she reasons, reflects, and argues ; if she spells
a word wrong with the ringers of her right hand, she
instantly strikes it with her left, as her teacher does
in sign of disapprobation ; if right, then she pats her-
self upon the head and looks pleased. She some-
times purposely spells a word wrong witlT th6 left
hand, looks roguish for a moment and laughs, and then
with the right hand strikes the left, as if to correct
it. — During the year she has attained great dexterity
in4he use of the Manual Alphabet of the deaf mutes ;
and she spells out the words and sentences which
she knows so fast and so deftly, that only those ac-
customed to this language can follow with the eye,
the rapid motions of her fingers. But wonderful as
is the rapidity with which she writes her thoughts
upon the air, still more so is the ease and accuracy
with which she reads the words thus written by anoth-
er, grasping their hand in hers, and following every
movement of their fingers, as letter after letter conveys
their meaning to her mind. It is in this way that she
converses to her blind playmates, and nothing can
more forcibly show the power of mind in forcing
matter to its purpose, than a meeting between them.
For, if great talent and skill are necessary for two
pantomimes to paint their thoughts and feelings by
movements of the body, and the expression of the
countenance, how much greater the difficulty when
darkness shrouds them both, and the one can hear
no sound ! When Laura is walking through a pas-
sage-way, with her hands spread before her, she

knows instantly every one she meets and passes
them with a sign of recognition ; but if it be a girl ot
her own age, and especially if one of her favourites,
there is instantly a bright smile of recognition — an
intertwining of arms — a grasping of hands and a swift
telegraphing upon the tiny fingers, whose rapid evo-
lutions convey the thoughts and feelings from the
outposts of one mind to those of the other. There
are questions and answers — exchanges of joy and
sorrow — there are kissings and partings — just as be-
tween little children with all their senses. One &\*ch
interview is a better refutation of the doctrine, that
mind is the result of sensation, than folios of learned
argument. If those philosophers who consider man
as only the most p'erfect animal, and attribute his
superiority to his senses, be correct, then a dog or
a monkey should have mental power quadruple that
of poor Laura Bridgman who has but one sense.
We would not be understood to say this child has
the same amount of knowledge that others of her
age have ; very far from it ; she is nine years of
age, and yet her knowledge of language is not great-
er then a common child of three. There has been
no difficulty in communicating knowiedge of facts —
positive qualities of bodies — number, &c. ; but the
irords expressive of them, which other children learn
by hearing, as they learn to talk, must all be com-
municated to Laura by a circuitous and tedious meth-
od. In all the knowledge which is acquired by
the perceptive faculties, she is of course backward ;
because, previous to her coming here her perceptive
faculties were probably less exercised in one week,
than those of common children are in one hour.
What may be termed her moral nature, however,
her sentiments and affections, her sense of propriety,
of right, of property, &c, is equally well developed
as those of other children. She is now able to un-
derstand simple sentences expressive of action, as
"shut the door," " give me a book," &c. ; or rather,
as she expresses it " shut door," " give book," for
she knows not the force of the particles, the and a,
any more than a prattling infant who understands —
give cake — but puts in me and a from imitation,
} without knowing their meaning ; or than many a
' child in school understands the difference between
[ a noun and verb, though he has gone through all the
parsing exercises and can give a rulo for everything
about it.

■iiTiiiiainimir—M hi —uiii^fiiri-'ini«»B<fTTi — --^~^*^™*-^- --■ ■•• f^-~;

CHRISTIAN ADVOCATE AND JOURNAL.

FRIDAY, JUNE 28, 1839.
LAURA BRIDGEMAN.

The following account of Laura Bridgeman, a young
girl of nine'years old, and who is at once blind and deaf
and dumb, will be read with interest : —

It has been ascertained, beyond the possibility of
doubt, that she cannot see a ray of light, cannot hear
the least sound, and never exercises her sense of smell,
if she has any. Thus her mind dwells in darkness
and stillness, as profound as that of a closed tomb at
midnight. Of beautiful sights, and sweet sounds, and
pleasant odors, she has no conception ; nevertheless
she seems as happy and playful as a bird or a lamb —
and the employment of her intellectual faculties, the
acquirement of a new idea, gives her a vivid pleasure,
which is plainly marked in her expressive features.
She never seems to repine, but has all the buoyancy
and gayety of childhood ; and when playing with the
rest of the children, her shrill laugh sounds loudest of
the group.

When left alone, she seems very happy if she has
her knitting or sewing, and will busy herself for hours :
if she has no occupation, she evidently amuses herself
by imaginary dialogues, or recalling past impressions ,
she counts with her ringers, or spells out names of
things which she has recently learned in the manual
alphabet of the deaf-mutes. In this lonely self-commu-
nion she reasons, reflects, and argues ; if she spells a
word wrong with the fingers of her right hand, she in-
stantly strikes it with her left, as her teacher does, in
sign of disapprobration : if right, then she pats herself
upon the head and looks pleased. She sometimes pur-
posely spells a word wrong with her left hand, looks
roguish for a moment and laughs, and then with the
right hand strikes the left, as if to correct it.

During the year she has attained great dexterity in
the use of the manual alphabet of the deaf-mutes; and
she spells out the words and sentences which she knows
so fast and so deftly, that only those accustomed to this
language can follow with the eye, the rapid motions of
her fingers.

But wonderful as is the rapidity with which she
writes her thoughts upon the air, still more so is the
ease and accuracy with which she reads the words thus
written by another, grasping their hand in hers, and
following every movement of their fingers, as letter af-
ter letter conveys their meaning to her mind. It is in
this way that she converses with blind playmates, and
nothing can more forcibly show the power of mind in
forcing matter to its purpose, than a meeting between
them. For, if great talent and skill are necessary for
two pantomimes to paint their thoughts and feelings
by the movements of the body, and the expression of
the countenance, how much greater the difficulty when
darkness shrouds them both, and the one can hear no
sound !

When Laura is walking through a passage way, with
her hands spread before her, she knows instantly every
one she meets, and passes them with a sign of recog-
nition; but if it be a girl of her own age, and especial-
ly if one of her favorites, there is instantly a bright
smile of recognition — an intertwining of arms — a grasp-

ing of hands — and a swift telegraphing upon the tiny
fingers, whose rapid evolutions convey the thoughts and
feelings from the outposts of one mind to those of tho
other. There are questions and answers— exchanges
of joy or sorrow — there are kissings and partings—
just as between little children with all their senses.

One such interview is a better refutation of the doc-
trine that the mind is the result of sensation, than folios
of learned argument. If those philosophers who con*
sider man as only the most perfect animal, and aUri-
bute hi3 superiority to his senses, be correct — then a
dog or a monkey should have mental power quadruple
tc that of poor Laura Bridgman, who has but one
sense." — ZiorCs Adv.

THE

■ ■

XXXIX.

JUNE, MDCCCXXXtX. >*

3 ^

LAURA BRIGHAM.

In our last number we gave a notice of the «* Boston Asy-
lum for the Blind." The interesting sketch of one of its
pupils, to whom particular reference was then made, which
we now subjoin, was omitted for want of room.

We will now give the account of the Trustees, by which it
will appear that there was no poetic embellishment of this
remarkable case.

" It has been ascertained beyond the possibility of doubt,
that she ca not see a ray of light, cannot h^arthe least sound,
and never exercises htr sense of smell, if she has any. Thus
her mind dwells in darkness and stillness, as piofound as that
of a clostd tomb at midnight. Of beautiful sights, and sweet
sounds, and pleasant odours, she has no conception; never-
theless she seems as happy and plajful as a bird or a lamb;
and the employment of her intellectual faculties, the acquire-
ment of a new idea, gives her a vivid pleasure, which is
plainly marked in her expressive features. She never seems
to repine, but has all the buoyancy and gaiety of childhood.
She is fond of fun and frolic, and when playing with the rest
of the children, her shrill laugh sounds loudest of the group.

"When left alone, she seems very happy if she has her
knitting or sewing, and will busy herself for hours ; it she has
no occupation, she evidently amuses herself by imaginary
dialogues, or recalling past impressions ; she counts with her
fingers, or spells out names of things which she has recently
learned, in the manual alphabet of the deaf mutes. In this
lonely solf-communion, she reasons, reflects, and argues : if
she spells a word wrong with the fingers of her right hand,
she instantly strikes it with her left, as her teacher doe3, in
sign if disapprobation: if right, then she pats herself upon
the head and looks pleased. She sometimes purposely spells
a word wrong with her left hand, looks roguish for a moment
and laughs, and then with the right hand strikes the left, as
if to correct it.

"During the year she ha3 attained great dexterity in the
use of the Manual Alphabet of the deaf mutes ; and she spells
out the words and sentences which she knows, so fast and so
deftly that only those accustomed to this language can follow
with the eye, the rapid motions of her fingers.

" But wonderful as is the rapidity with which she writes
her thoughts upon the air, still more so is the ease and accu-
racy with which she reads the words thus written by another,
grasping their hand in hers, and following every movement
of their fingers, as letter after letter conveys their meaning to
her mind. It is in this way that she converses with her blind
playmates, and nothing can more forcibly show the power
of mind in forcing matter to its purpose, than a meeting be-
tween them. For, if great talent and skill are necessary for
two pantomimes to paint their thoughts and feelings by the
movements of the body, and the expression of the countenance,
how much greater the difficulty when darkness shrouds them
both, and the one can hear no sound !

" When Laura is walking through a passage way, with her
hands spread before her, she knows instantly every one she
meets, and passes th« m with a sign of recognition ; but if it
be a girl of her own age, and especially if one of her favourites,
there is instantly a bright smile of recognition— an inter-
twining of arms — a grasping of hands — and a swift telegraph-
ing upon the tiny fingers, whose rapid evolutions convey the
thoughts and feelings from the outposts of one mind to those
of the other. There are questions and answers— exchanges
of joy or sorrow — there are kissings and partings— just as be-
tween little children with all their senses.

" One such inierview is a better refutation of the doctrine,
that mind is the result of sensation, than folios of learned
argument. If those philosophers who consider man as only
the most perfect animal, ami attribute his superiority to his
senses, be correct, then a dog or a monkey should have mental
power quadruple that of poor Laura Brigham, who has but
one sense.

" We would not he understood to say that this child has the
same amount of knowledge that others of her age have ; very
far from it: she is nine years of age, and yet her knowledge
of language is not greaierthan acommo.i child of three years.
There has been no difficulty in communicating knowledge
of facts — positive qualities of bodies— numbeis, &c; but the
words expressive of t/iem, which other children learn by
hearing, as they learn to talk, must all be communicated to
Laura by a circuitous and tedious method. In all the know*
ledge which is acquired by the perceptive faculties, she is of
course backward ; because, previous to her coming here, her
peiceptive faculties were probably less exercised in one week,
than those of common children are in one hour.

'•What may be termed her moral nature, however, her
sentiments and affections, her sense of propriety, of right,
of property, &c, is equally well developed as those of other
children.

" She is now able to understand simple sentences expressive
of action, as "'shut the door," ''give me a book," &c, or
rather, as she expresses it, ''shut door," "give book," for
she does not know the force of the particles, the and a, any
inure than a prattling infant, who understands— give cake —
but puts in me and a from imitation, without knowing their
meaning; or than many a child in school understands the
difference between a noun and verb, though he has gone
through all the parsing exercises and can give a rule for
every thing about it."

providence;

FRIDAY MORNING, APRIL 19, 1839.
LAURA BR1DGHAM.

The following account of this unfortunate person
is from the Annual Report of the Trustees of the Asy-
lum for the Blind, in Boston.

It may be remembered, that in the Report of the
last Board, particular mention was made of a deaf,
dumb, and blind girl, named Laura Bridgman, then
a pupil, and promise was given of further notice of
her case.

Tt has been ascertained beyond the possibility of a
doubt, that she cannot see a ray of light, cannot hear
the least sound, and never exercises her sense of
smell, if she has any, thus her mind dwells in dark-
ness and stillness, as profound as that of a closed
tomb at midnight. Of beautiful sights, and sounds,
and pleasant odors, she has no conception; neverthe-
less she seems as happy and playful as a bird or a
lamb; and the employment of her intellectual facul-
ties, the acquirement of a new idea, gives her a vivid
pleasure, which is plainly marked in her expressive
features. She seems never to repine, but has all the
buoyancy and gaiety of childhood. She is fond of
fun and frolic, and when playing with the rest of the
children, her laugh sounds loudest of the group.

When left alone she seems very happy if she has
her knitting or sewing, and will busy herself for
hours ; if she has no occupation, she evidently amuses
herself by imaginary dialogues, or recalling past im-
pressions ; she counts with her fingers, or spells out
names of things which she has recently learned, in
the manual alphabet of the deaf mules. In this lone-
ly self-communion she reasons, reflects, and argues ;
it she spells a word wiong with the fingers of her
right hand, she instantly strikes it with her left, as
her teacher does, in sign of disapprobation ; if* right,
♦ hen she pals herself on 'the head and looks pleased.
She sometimes purposely spells a word wrong with
the left hand, looks roguish for a moment and laughs,
and then with the right hand strikes the left, as if to
correct it. ' .

During the year she has attained great dexterity in
the use of the Manual Alphabet of the deaf mutes ;
and she spells out the words and sentences which;
she knows, so fas,, and so deftly, that only those ac-
customed to this language can follow with the eye
the rapid motions of her fingers.

But wonderful as is the rapidity with which she
writes her thoughts upon the air, still more so is the
ease and accuracy with which the reads words thus
written by another, grasping their hand in hers, and
following every movement of their finders, as letter
after letter conveys their meaning to her mind. It
is in this way that she converses with her blind play-
mates, and nothing can more forcibly show the pow-
er of mind in forcing matier to its purpose, than a
meeting between them. For, if great talent and skill
are necessary for two pantomines to paint their
thoughts and feelings by the movements of the body,
and the expression of the countenance, how much
gr. ater the difficulty when darkness shrouds them
both, and the one can hear no sound !

When Laura is walking through a passage way,
with her hands before her, she knows instantly every
one she meets, and pass/s them with a sign oi recog-
nition ; but if it be a girl of her age, and especially if

one of her favorite?, there is instantly a bright smile
of recognition — an intertwining of arms — a grasping
of hands — and a swift telegraphing upon the tiny fin-
gers, whose rapid evolutions convey the thoughts
and feelings from the outposts of one mind to those
of the other.

There are questions and ansjvers — exchanges ot
joy and sorrow — there are kissings and partings— just
as between little children with all their senses.

One such interview is a better refutation of the
doctrine, that mind is the result of sensation, than
folios of learned argument. If those philosophers
who consider man as only the most perfect animal,
and attribute his superiority to his senses, be correct,
then a dog or a monkey should have mental power
quadruple that of poor Laura Bridgman, who has but
one sense.

We would not be understood to say that this child
has the same amount of knowledge that others of her
age have ; very far from it ; she is nine years ot age,
and yet her knowledge of language is not greater
than a common child of three years. There has been
no difficulty in communicating knowledge of facts —
positive qualities of bodies — numbers, &c; but the I
words expressive of them, which other children learn
by hearing, as they learn to talk, must all be commu-
nicated to Laura by a circuitous and tedious method.
In all the knowledge which is acquired by the per-
ceptive faculties, she is of course backward ; because
previous to her coming here, her perceptive faculties
were less exercised in one week, than those of com-
mon children are in one hour.

What may be termed her moral nature, however,
her sentiments and affections, her sense of propriety,
of right, of property, &c. is equally well developed
as those of other children.

She is now able to understand simple sentences
expressive of action as "shut the door," "give me a
book," &c ; or rather, as she expresses it, "shut
door," "give book," for she does not know the force
of the particles/ the and a any more than a prattling
infant, who understands — give cake — but puts in me
and a from imitation, without knowing their rnean-
: ing ; or any more, than a child in school understands
j the difference between a noun and verb, though he
has gone through all the parsing exercises and can
give a rule for every thing about it.

THE

PERKINS INSTITUTION

AND

MASSACHUSETTS

ASYLUM FOR THE BLIND

ANNUAL REPORT

THE TRUSTEES,
1840.

FROM THE PRESS OF JOHN H. EASTBURN.

EIGHTH

ANNUAL REPORT

THE TRUSTEES

OF THE

PERKINS INSTITUTION

AND

MASSACHUSETTS

ASYLUM FOR THE BLIND,

TO THE

CORPORATION.

BOSTON :
JOHN H. EASTBURN, PRINTER,

No. 18 State Street.

1840.

APPENDIX A.

List of Subscriptions for defraying the Expenses of re-
moving the Institution to South Boston.

Samuel Appleton,

1000

George R. Russell,

F. C. Gray, - - -

200

Dana, Evans &, Co. -

George Ticknor, - -

200

H. M. Haynes, - -

William H. Prescott, -

100

Frederick Cabot, - -

John A. Lowell, - -

100*

Jabez C. Howe, - -

Francis Fisher, - -

David Wood, - - -

Nathaniel Emmons, -

George F. Haskins, -

Charles Codman, - -

J. H. Pearson, - -

George Hallett, - -

B. W. Crowninshield,-

T. B. Wales, jr. - -

Josiah Quincy, jr.

J. N. Howe, jr. - -

S. G. Howe, - -

2005

Donations for the purpose of Printing for the Blind.
Received in 1839.

Of Samuel May, -
" Dr. Shattuck,
" Mrs. Joy, -
" a Stranger, by John Ball,
" Mr. Picard, of Havana, (annual)

" Mr. , stranger, -

Mr. , stranger, -

100
100
50
10
10
50
5

325

* Received since closing the annual account of the Treasurer.

APPENDIX B.

The account given in the Report of Laura Bridgman,
though sufficiently minute for conveying an idea of her sit-
uation and acquirements, is not sufficiently so for those who
regard her case as interesting and important in a psycholog-
ical point of view.

Such persons are assured that careful observations con-
tinue to be made, with a view to ascertaining the order of
developements and the peculiar character of her intellectual
faculties. The result will probably be made public, mean
time, the following general observations, added to those in
the last Reports, will serve to make out a general continu-
ous history of the case.

Having mastered the manual alphabet of the deaf mutes,
and learned to spell readily the names of every thing within
her reach, she was then taught words expressive of positive
qualities, as hardness, softness ; and she readily learned to
express the quality, by connecting the adjective hard on
soft with the substantive ; though she generally followed
what one would suppose to be the natural order in the suc-
cession of ideas, placing the substantive first.

It was found too difficult, however, then to make her un-
derstand any general expression of quality, as hardness,
softness in the abstract. Indeed, this is a process of mind
most difficult of performance to any, especially to deaf
mutes.

One of her earliest sentences after learning the adjectives
was this — she had found the matron ill, and understood
that her head pained her, so she said, " Smith head sick —
Laura sorry"

Next she was put to the positive expression of relation to
place, which she could understand. For instance, a ring
was taken and placed on a box, then the words were spelt to
her, and she repeated them from imitation. Then the ring
was placed on a hat, and a sign given her to spell, she spelt,
, ring on box — but being checked, and the right words given,
she immediately began to exercise her judgment, and, as usu-
al, seemed intently thinking. Then the same was repeated

with a bag, a desk, and a great many other things, until at
last, she learned that she must name the thing on which the
article was.

Then the same article was put into the box, and the
words ring in box given her — this puzzled her for many
minutes, and she would make mistakes ; — for instance, after
she had learned to say correctly whether the ring was on
or in a box, a drawer, a hat, a bucket, &c, if she were ask-
ed where is house, or matron, she would say in box. Cross
questioning, however, is seldom necessary to ascertain
whether she really understands the force of the words she is
learning ; — for when the true meaning dawns upon her
mind, the light spreads to her countenance.

In this case the preception seemed instantaneous, and
the natural sign by which she expressed it was peculiar and
striking: she spelt o n, then laid one hand on the other;
then she spelt, into, and enclosed one hand within the
other.

Some idea of the difficulty of teaching her common ex-
pressions, or the meaning of them, may be found from the
fact that a lesson of two hours upon the words right and
left was deemed very profitable, if she in that time really
mastered the idea.

No definite course of instruction can be marked out, for her
inquisitiveness is so great, that she is very much disconcert-
ed if any question which occurs to her is deferred until the
lesson is over. It is deemed best to gratify her, if her
inquiry has any bearing on the lesson ; and often she leads
her teacher far away from the objects he commenced with.

For instance picking up a nail in one of her lessons she
instantly asked its name, and it being spelt, she was dissatis-
fied, and thought the teacher had made a mistake, for she
knew nail stood for her finger nail, and she was very
anxious to go to head quarters, to be sure the teacher was
right.

She often asks questions which unfortunately cannot be
satisfactorily answered to her, for it is painful to excite such
a vivid curiosity as now exists in her mind, and then baulk
it. For instance, she once asked with much eagerness why
one arrangement of letters was not as good as another to
express the name of a thing ; as why t a c , should not
express the idea of the animal, as well as cat . This she
expressed partly by signs, and partly by words, but her
meaning was perfectly clear ; she was puzzled and wished
an explanation.

An extract from the diary kept by her instructer, will
give an idea of her manner of questioning.

December 3.
" Spent one hour in giving Laura an idea of the meaning
of the words left and right. She readily conceived that
left hand, meant her left hand, but with difficulty general-
ized the term. At last however she caught the idea, and
eagerly spelt the name of her arms, hands, fingers, feet, ears,
&c, as they were touched, and named them, right or left, as
might be ; suddenly pausing however, and looking puzzled,
she put her finger on her nose, and asked if that were left
or right ; thus she continually puzzles one : but such is her
eagerness to find out one's meaning, such a zealous co-opera-
tion is there on her part, that it is a delightful task to teach
her."

" Uses today freely the prepositions in and on : she says,
teacher sitting in sofa : — do not dare to correct her in such
cases of anomalous usage of the preposition, but prefer to
let her be in error, than shake her faith in a rule given :
the corections must be made by and by : the sofa having
sides, she naturally says in."

In her eagerness to advance her knowledge of words and
to communicate her ideas she coins words, and is always
guided by analogy. Sometimes her process of word-mak-
ing is very interesting ; for instance, after some time spent
in giving her an idea of the abstract meaning of alone, she
seemed to obtain it, and understanding that being by one's
self was to be alone, or al-one. She was told to go to her
chamber, or school, or elsewhere and return alone ; she did
so, but soon after, wishing to go with one of the little girls,
she strove to express her meaning thus, Laura go al-two.

The same eagerness is manifested in her attempts to de-
fine for the purpose of classification : for instance, some one
giving her the word bachelor she came to her teacher for a
definition, she was taught that men who had wives were
husbands, those who had none, bachelors ; when asked if
she understood she said " man no have wife-bachelor — Ten-
ny bachelor : referring to an old friend of hers. Being told
to define bachelor, she said " bachelor, no have wife, and
smoke pipe." Thus she considered the individual pecu-
liarity of smoking in one person, as a specific mark' of the
species bachelor.

Then in order to test her knowledge of the word, it was
said by her teacher Tenny has got no wife, what is Tenny ?

She paused, and then said, Tenny is wrong !

The word widow being explained to her, a woman whose

husband is dead, and she being called upon to define she said,
" widow is woman, man dead, and cold," and eked out
her meaning, by sinking down, and dropping her hand, to
signify in the ground.

The two last words she added herself, they not having
been in the definition : but she instantly associates the idea
of coldness and burial with death.

He hopes still, by aid of the analogy of the germination and
growth of plants, to give her a consoling hope of resurrec-
tion, to counterbalance the almost instinctive dread of death.

She had touched a dead body before she came to the Ins-
titution.

She easily acquired a knowledge and use of active verbs,
especially those expressive of tangible action ; as to walk,
to run, to sew, to shake.

At first, of course, no distinction could be made of mood
and tense, she used the words in a general sense, and ac-
cording to the order of her sense of ideas ; thus, in asking
some one to give her bread, she would first use the word ex-
pressive of the leading idea, and say "Laura, bread, give"
If she wanted water she would say water, drink, Laura.

Soon, however, she learned the use of the auxiliary
verbs, of the difference of past, present and future tense ;
for instance, here is an early sentence, Keller is sick — when
will Keller well ; the use of be she had not acquired.

Having acquired the use of substantives, adjectives, verbs,
prepositions and conjunctions, it was deemed time to make
the experiment of trying to teach her to write, and to show
her that she might communicate her ideas to persons not in
contact with her.

It was amusing to witness the mute amazement with
which she submitted to the process, the docility with which
she imitated every motion, and the perseverance with
which she moved her pencil over and over again in the
same track, until she could form the letter. But when at
last the idea dawned upon her, that by this mysterious pro-
cess she could make other people understand what she
thought, her joy was boundless.

Never did a child apply more eagerly and joyfully to any
task than she did to this, and in a few months she could

make every letter distinctly, and separate words from each
other.

The following anecdote will give an idea of her fondness
for teazing, or innocent fun or mischief. Her teacher
looking one day unobserved into the girls' play room,
saw three blind girls playing with the rockinghorse. Laura
was on the crupper, -another in the saddle, and a third
clinging on the neck, and they were all in high glee,
swinging backward and forward as far as the rockers
would roll. There was a peculiarly arch look in Lau-
ra's countenance — the natural language of sly fun. She
seemed prepared to give a spring, and suddenly when her
end was lowest, and the others were perched high in the
air, she sidled quickly off on to the floor, and down went
the other end so swiftly as to throw the girls off the horse.

This Laura evidently expected, for she stood a moment
convulsed with laughter, then ran eagerly forward with out-
stretched hands to find the girls, almost screamed with joy.
As soon, however, as she got hold of one of them, sheperceiv-
ed that she was hurt, and instantly her countenance changed,
she seemed shocked and grieved, and after caressing and
comforting her playmate, she found the other, and seemed to
apologise by spelling the word — wrong, and caressing her.

When she can puzzle her teacher she is pleased and
often purposely spells a word wrong with a playful look ;
and if she catch her teacher in a mistake, she bursts into an
ecstacy of laughter.

When her teacher had been at work giving her an idea
of the words carpenter, chair maker, painter, &c, in a gen-
eric sense, and told her that blacksmith made nails, she in-
stantly held up her fingers and asked if blacksmith made
them, though she knew well he did not.

With little girls of her own age she is full of frolic and
fun, and no one enjoys a game at romps more than Laura.

She has the same fondness for a dress, for ribbons, and
for finery as other girls of her age, and as a proof that it
arises from the same amiable desire of pleasing others, it
may be remarked that whenever she has a new bonnet or
any new article of dress, she is particularly desirous to go
to meeting, or to go out with it. If people do not notice
it, she directs their attention by placing their hand upon it.

Generally she indicates her preference for such visitors as
are the best dressed.

She is so much in company with blind persons that she
thinks blindness common, and when first meeting a person
she asks if they are blind, or she feels of their eyes.

She evidently knows that the blind differ from seeing
persons, for when she shows blind persons any thing she
always puts their fingers on it.

She seems to have a perception of character, and to have
no esteem for those who have little intellect. The following
anecdote is significant of her perception of character, and
shews that from her friends she requires something more
than good-natured indulgence.

A new scholar entered school — a little girl about Laura's
age. She was very helpless, and Laura took great pride
and great pains in showing her the way about the house, as-
sisting her to dress and undress, and doing for her many
things which she could not do herself.

In a few weeks it began to be apparent even to Laura,
that the child was not only helpless but naturally very stu-
pid, being almost an idiot. Then Laura gave her up in des-
pair and avoided her, and has ever since had an aversion to
being with her, passing her by as if in contempt. By a nat-
ural association of ideas she attributes to this child all those
countless deeds which Mr. Nobody does in every house — if
a chair is broken, or any thing is misplaced and no one
knows who did it, Laura attributes it at once to this child.

It has been observed before that she is familiar with the
processes of addition and subtraction in small numbers.
Subtracting one number from another puzzled her for a
time, but by help of objects she accomplished it. She can
count and conceive objects to about one hundred in number
— to express an indefinitely great number, or more than she
can count she says, hundred. If she thought a friend was
to be absent many years she would say — will come hundred
Sundays — meaning weeks. She is pretty accurate in
measuring time, and seems to have an intuitive tendency
to do it. Unaided by the changes of night and day, by
the light, or the sound of any timepiece, she nevertheless
divides time accurately.

With the days of the week, and the week itself as a
whole she is perfectly familiar ; for instance, if asked her
what day will it be in fifteen days more, she readily names
the day of the week. The day she divides by the com-
mencement and end of school, by the recesses, and by
the arrival of meal-times.

not wait for any one, she was left alone one evening
and she sat until quite late, a person watching her : and at
last she seemed to form her resolution suddenly — she jump-
ed up and groped her way up to bed. From that time to
this she has never required to be told to go to bed, but at
the arrival of the hour for retiring, she goes by herself.

Those persons who hold that the capacity of perceiving
and measuring the lapse of time is an innate and distinct
faculty of the mind, may deem it an important fact that
Laura evidently can measure time so accurately as to distin-
guish between a half and whole note of music.

Seated at the pianoforte she will strike the notes in a
measure like the following, quite correctly.

Now it will be perceived that she must have clear per-
ception of lapse of time in order to strike the two eighths at
the right instant, for in the first measure they occur at the
second beat, in the second measure at the third beat.

There is no doubt that practice will enable her to sub-
divide time still more may minutely. Possibly some attach
an undue degree of importance to this power of measuring
time, considered in a metaphysical point of view, for any one
may make the same experiment upon himself, and by stop-
ping his ears and closing his eyes, will find he can measure
time, or the duration of his sensation, and know which of
two periods is longest ; nevertheless we shall continue care-
fully to note the phenomena in the case of Laura for the
benefit of whom they may concern.

It is interesting in a physiological point of view to know
the effect of the deprivation of three senses upon the re-
maining two.

The sense of smell being destroyed, it seems a curious
question whether the effect upon the organ of taste is gen-
eral or particular. That is, whether the taste is blunted
generally, and for all things alike, or whether one kind of
sapidity is more effected than another : to ascertain this
some experiments have been tried but as yet not enough to
enable one to state confidently the results in minute distinc-
tion. The general conclusions are these.

Acids seem to make vivid and distinct impression upon
the* taste, and she apparently distinguishes the different de-
grees of acidity, better than of sweetness or bitterness. She

can distinguish between wine, cider and vinegar, better
than substances like manna, liquorice and sugar. Of bit-
ters she seems to have less perception or indeed hardly
any, for on putting powdered rhubarb into her mouth she
called it tea, and on one saying no, and telling her to taste
close, she evidently did try to taste it but still called it tea,
and spit it out — but without any contortion or any indica-
tion of its being particularly disagreeable.

Of course she has a repugnance to these kind of experi-
ments, and it seems almost imposing upon her good-nature
to push them very far ; we shall however be soon able to as-
certain certainly how far she can distinguish different sapid
bodies. Those who are curious in the physiology of the
taste know that the highest degree of gusto, or the achme
of pleasure, is not obtained until just as the morsel has
slipped over the glottis, and is on its way beyond power of
recall down the oesophagus. This seems to be a wise pre-
caution of nature to prevent the stomach being cheated of
its due, for if the highest degree in pleasure of eating could
be obtained without absolutely swallowing the morsel — the
epicure could have an exhaustless source of pleasure and
need never degenerate into the gourmand.

Some physiologists who have speculated upon this sub-
ject, consider that this final climax of the pleasure of taste
is produced by a fine aroma which rising from the morcel,
and mounting up the fauces pleasantly titiiates the ramifi-
cations of the olfactory nerve. The fact that when we have
a cold in the head, and the fauces are obstructed, the taste
blunted seems to bear out this supposition ; but from some
observations on Laura, one would be inclined to think that
some other cause must contribute to the effect.

She appears to care less for the process of mastication
than deglutition ; and probably it is only the necessity of me-
chanical trituration of food, which induces her to go through
with it, before hastening to the pleasant part of swallowing.
Now as the imperfection of smell impairs the taste in the
tongue and palate during mastication, it should have the same
effect in deglutition, suppoing this theory to be correct : but
it seems not to be so — else Laura would have little induce-
ment to swallow — save to fill a vacuity of stomach. Now
it seems doubtful whether the feeling of vacuity of stomach,
strictly speaking, would show a child the road for the
food, or whether it would not be as likely to stuff bread
into its ear, as into its mouth — if it had no pleasurable
sensation in tasting ; and further, if the pleasurable sen-

sation did not increase and tempt to deglutition, it is doubt-
ful whether hunger or vacuity of stomach alone would teach
a child to swallow the chewed morsel.

On the whole she seems to care less for eating than most
children of her age.

With regard to the sense of touch it is very acute — even
for a blind person. It is shown remarkably in the readiness
with which she distinguishes persons : there are forty in-
mates in the female wing, with all of whom of course Laura
is acquainted ; whenever she is walking through the passage-
ways, she perceives by the jar of the floor, or the agitation of
the air, that some one is near her, and it is exceedingly diffi-
cult to pass her without being recognised. Her little arms
are stretched out, and the instant she grasps a hand, a sleeve,
or even part of the dress, she knows the person and lets
them pass on with some sign of recognition.

The innate desire for knowledge, and the instinctive ef-
forts which the human faculties make to exercise their
functions is shown most remarkably in Laura. Her tiny
fingers are to her as eyes, and ears, and nose, and most deftly
and incessantly does she keep them in motion : like the
feelers of some insects which are continually agitated, and
which touch every grain of sand in the path, so Laura's
arms and hands are continually in play ; and when she is
walking with a person she not only recognises every thing
she passes within touching distance, but by continually
touching her companion's hands she ascertains what he
is doing. A person walking across a room while she had
hold on his left arm, would find it hard to take a pencil out
of his waistcoat pocket with his right hand, without her per-
ceiving it.

Her judgment of distances and of relations of place is
very accurate ; she will rise from her seat, go straight to-
wards a door, put out her hand just at the right time, and
grasp the handle with precision.

When she runs against a door which is shut, but which
she expected to find open, she does not fret, but rubs her
head and laughs, as though she perceived the ludicrous posi-
tion of a person flat against a door trying to walk through it.

The constant and tireless exercise of her feelers gives
her a very accurate knowledge of every thing about the
house ; so that if a new article, a bundle, bandbox or even
a new book is laid any where in the apartments which she
frequents, it would be but a short time before in her cease-

less rounds she would find it, and from something about
it she would generally discover to whom it belonged.

She perceives the approach of persons by the undulations
of the air striking her face ; and she can distinguish the step
of those who tread hard, and jar the floor.

At table, if told to be still, she sits and conducts herself
with propriety ; handles her cup, spoon, and fork, like other
children ; so that a stranger looking at her would take her
for a very pretty child with a green ribbon over her eyes.

But when at liberty to do as she chooses, she is continu-
ally feeling of things, and ascertaining their size, shape, den-
sity, and use — asking their names and their purposes, going
on with insatiable curiosity, step by step, towards knowl-
edge.

Thus doth her active mind, though all silent and dark-
ling within, commune by means of her one sense with
things external, and gratify its innate craving for knowledge
by close and ceaseless attention.

Qualities and appearances, unappreciable or unheeded by
others, are to her of great significance and value ; and by
means of these her knowledge of external nature and phys-
ical relations will in time become extensive.

If the same success shall attend the cultivation of her
moral nature, as has followed that of her intellect and her
perceptive faculties, great will be the reward to her, and
most interesting will be the results to others.

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OFFICERS

OF THE

CORPORATION,

FOR 1840.

PRESIDENT,

PETER C. BROOKS.

VICE PRESIDENT,

THOMAS H. PERKINS,

TREASURER,

PETER R. DALTON.

SECRETARY,

SAMUEL G. HOWE.

TRUSTEES,

EDWARD BROOKS,
THOMAS G. CARY,
SAMUEL A. ELIOT,
JOHN D. FISHER,
OZIAS GOODWIN,
JOHN HOMANS,
SAMUEL P. LOUD,
HORACE MANN,
SAMUEL MAY,
JAMES K. MILLS,
ROBERT RANTOUL,
ROBERT C. WINTHROP.

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THE

COMMON SCHOOL JOURNAL.

VOL. II. BOSTON, MARCH 16, 1840. No. 6.

THE COMMON SCHOOL JOURNAL. 91

LAURA BRIDGMAN,

THE DEAF, DUMB, AND BLIND, GIRL.

[We subjoin, from the Eighth Annual Report of the Trustees of the
"Perkins Institution and Massachusetts Asylum for the Blind," some ac-
count of one of the most remarkable cases, on record, of what the human
mind can accomplish, when bereft of its principal organs of sense. Here
is a girl without the power of sight, of speech, of hearing, and with only a
dim and obtuse perception of smell and taste, — a soul literally entombed in
a body, — yet making acquaintance with the external world, and awakening
her own inward power of thought and feeling, through the sense of touch
alone.

If science and skill in a teacher can do so much to develop the powers
of the mind, without the aid of the senses, what can not science and skill
do, with their aid ?

If a child, who is deprived of the senses, learns so much, and behaves
so well, what ought those children to learn and to do, whom God has bles-
sed with the means of knowledge and of doing good ? — Ed.]

There is one, whose situation is so peculiar, and whose case is so interesting, in a phi-
losophical point of view, that we cannot forbear making particular mention of it ; we allude
to Laura Bridgman, the deaf, dumb, and blind, girl, mentioned in the two last Reports.

The intellectual improvement of this interesting being, and the progress she has made in
expressing her ideas, is truly gratifying.

She uses the manual alphabet of the deaf mutes, with great facility, and great rapidity ;
she has increased her vocabulary, so as to comprehend the names of all common objects ;
she uses adjectives expressive of positive qualities, such as hard, soft, sweet, sour, &c. ;
verbs expressive of action, as give, take, ride, run, &c, in the present, past, and future,
tense ; she connects adjectives with nouns, to express their qualities ; she introduces verbs
into sentences, and connects them by conjunctions ; for instance, a gentleman having given
her an apple, she said, m.an give Laura sweet apple.

She can count to high numbers ; she can add and subtract small numbers.

But the most gratifying acquirement which she has made, and the one which has given her
the most delight, is the power of writing a legible hand, and expressing her thoughts upon
paper. She writes with a pencil in a grooved line, and makes her letters clear and distinct.

She was sadly puzzled, at first, to know the meaning of the process, to which she was
subjected ; but, when the idea dawned upon her mind, that, by means of it, she could con-
vey intelligence to her mother, her delight was unbounded. She applied herself with great
diligence, and, in a few months, actually wrote a legible letter to her mother, in which she
conveyed information of her being well, and of her coming home in ten weeks. It was,
indeed, only the skeleton of a letter ; but still, it expressed, in legible characters, a vague
outline of the ideas, which were passing in her mind. She was very impatient to have
the man carry this letter ; for she supposed that the utmost limit of the Post Office Depart-
ment, was to employ a man to run backward and forward, between our Institution and
the difFerent towns where the pupils live, to fetch and carry letters. We subjoin to this
Report an exact fac simile of Laura's writing, observing, that she was not prompted to the
matter, and that her hand was not held in the execution ; the matter is quite original, and
the chirography is entirely her own. — [A facsimile accompanies this number.]

She has improved very much in personal appearance, as well as in intellect. Her coun-
tenance beams with intelligence ; she is always active at study, work, or play ; she never
repines, and, most of the time, is gay and frolicsome.

She is now very expert with her needle, she knits very easily, and can make twine bags,
and various fancy articles, very prettily. She is very docile, has a quick sense of proprie-
ty, dresses herself with great neatness, and is always correct in her deportment. In short,
it would be difficult to find a child in the possession of all her senses, and the enjoyment of
the advantages that wealth and parental love can bestow, who is more contented and
cheerful, or to whom existence seems a greater blessing, than it does to this bereaved crea-
ture, for whom the sun has no light, the air no sound, and the flowers no color or smell.
* * * ******

The account given in the Report, of Laura Bridgman, though sufficiently minute for con-
veying an idea of her situation and acquirements, is not sufficiently so for those who regard
her case as interesting and important, in a psychological point of view.

Such persons are assured, that careful observations continue to be made, with a view to
ascertaining the order of developments, and the peculiar character of her intellectual fac-

92 THE COMMON SCHOOL JOURNAL.

ulties. The result will probably be made public. Meantime, the following general obser-
vations, added to those in the last Reports, will serve to make out a general, continuous
history of the case.

Having mastered the manual alphabet of the deaf mutes, and learned to spell, readily,
the names of every thing within her reach, she was then taught words expressive of posi-
tive qualities, as hardness, softness ; and she readily learned to express the quality, by
connecting the adjective hard or soft, with the substantive ; though she generally followed
what one would suppose to be the natural order, in the succession of ideas, placing the
substantive first.

It was found too difficult, however, then, to make her understand any general expres-
sion of quality, as hardness, softness, in the abstract. Indeed, this is a process of mind
most difficult of performance to any, especially to deaf mutes.

One of her earliest sentences, after learning the adjectives, was this ; she had found the
matron ill, and understood, that her head pained her ; so she said, " Smith head sick, —
Laura sorry."

Next, she was put to the positive expression of relation to place, which she could un-
derstand. For instance, a ring was taken, and placed on a box, then the words were spelt
to her, and she repeated them, from imitation. Then the ring was placed on a hat, and a
sign given her to spell, she spelt, ring on box ; but, being checked, and the right words
given, she immediately began to exercise her judgment, and, as usual, seemed intently
thinking. Then the same was repeated with a bag, a desk, and a great many other
things, until, at last, she learned, that she must name the thing, on which the article was.

Then the same article was put into the box, and the words ring in box given her. This
puzzled her for many minutes, and she would make mistakes ; for instance, after she had
learned to say correctly, whether the ring was on or in a box, a drawer, a hat, a bucket,
&c, if she were asked, where is house, or matron, she would say, in box. Cross-ques-
tioning, however, is seldom necessary, to ascertain whether she really understands the
force of the words she is learning ; for, when the true meaning dawns upon her mind,
the light spreads to her countenance.

In this case, the perception seemed instantaneous, and the natural sign, by which she
expressed it, was peculiar and striking. She spelt on, then laid one hand on the other ;
then she spelt, into, and enclosed one hand within the other.

Some idea of the difficulty of teaching her common expressions, or the meaning of them,
may be found from the fact, that a lesson of two hours, upon the words right and left,
was deemed very profitable, if she, in that time, really mastered the idea.

No definite course of instruction can be marked out ; for her inquisitiveness is so great,
that she is very much disconcerted, if any question which occurs to her is deferred, until
the lesson is over. It is deemed best to gratify her, if her inquiry has any bearing on the
lesson ; and often, she leads her teacher far away from the objects he commenced with.

For instance, picking up a nail in one of her lessons, she instantly asked its name, and
it being spelt, she was dissatisfied, and thought the teacher had made a mistake, for she
knew nail stood for her finger nail, and she was very anxious to go to head-quarters, to
be sure the teacher was right. '

She often asks questions, which, unfortunately, cannot be satisfactorily 'answered to her,
for it is painful to excite such a vivid curiosity as now exists in her mind, and then baulk
it. For instance, she once asked, with much eagerness, why one arrangement of letters
was not as good as another, to express the name of a thing ; as why i a c, should not express
the idea of the animal, as well as cat. This she expressed, partly by signs, and partly by
words, but her meaning was perfectly clear ; she was puzzled, and wished an explanation.

An extract, from the diary kept by her instructer, will give an idea of her manner of
questioning.

" December, 3.

" Spent one hour, in giving Laura an idea of the meaning of the words, left and right.
She readily conceived that left hand, meant her left hand, but with difficulty general-
ized the term. At last, however, she caught the idea, and eagerly spelt the name of her
arms, hands, fingers, feet, ears, &c, as they were touched, and named them, right or left,
as might be ; suddenly pausing, however, and looking puzzled, she put her finger on her
nose, and asked, if that were left or right. Thus she continually puzzles one ; but such is
her eagerness to find out one's meaning, such a zealous cooperation is there on her part,
that it is a delightful task to teach her.

" Uses, to-day, freely, the prepositions in and on : she says, teacher sitting in sofa : — do
not dare to correct her, in such cases of anomalous usage of the preposition, but prefer to
let her be in error, than shake her faith in a rule given. The corrections must be made, by
and by ; the sofa having sides, she naturally says in."

In her eagerness to advance her knowledge of words, and to communicate her ideas, she
coins words, and is always guided by analogy. Sometimes, her process of word-waking, is

OF THE BOARD OF EDUCATION. 93

very interesting. For instance, after some time spent in giving her an idea of the abstract
meaning of alone, she seemed to obtain it, and to understand that being by one's self was
to be alone, or al-one. She was told to go to her chamber, or school, or elsewhere, and
return alone; she did so, but soon after, wishing to go with one of the little girls, she
strove to express her meaning thus, — Laura go al-two.

The same eagerness is manifested, in her attempts to define, for the purpose of classi-
fication ; for instance, some one giving her the word bachelor; she came to her teacher for
a definition. She was taught that men, who had wives, were husbands, those, who had
none, bachelors. When asked if she understood, she said " man no have wife bachelor ;
Tenny bachelor j" referring to an old friend of hers. Being told to define bachelor, she
said, " bachelor no have wife, and smoke pipe.'''' Thus she considered the individual
peculiarity of smoking, in one person, as a specific mark of the species bachelor.

Then in order to test her knowledge of the word, it was said by her teacher, Tenny hag
got no wife ; what is Tenny ?

She paused, and then said, " Tenny is wrong /"
' The word widow being explained to her, a woman whose husband is dead, and she
being called upon to define, she said, widow is woman, man dead, and cold ;" and eked
out her meaning, by sinking down, and dropping her hand, to signify, in the ground.

The two last words she added herself, they not having been in the definition ; but she
instantly associates the idea of coldness, and burial, with death.

Her having acquired any idea of death was not by the wish of her teacher ; it having
been his intention to reserve the subject, until such a development of her reason should
be attained, as would enable him to give a correct idea of it.

He hopes, still, by aid of the analogy of the germination and growth of plants, to give
her a consoling hope of resurrection, to counterbalance the almost instinctive dread of
death.

She had touched a dead body, before she came to the Institution.

She easily acquired a knowledge and use of active verbs, especially those expressive
of tangible action ; as to walk, to run, to sew, to shake.

At first, of course, no distinction could be made of mood and tense. She used the words
in a general sense, and according to the order of her sense of ideas. Thus, in asking some
one to give her bread, she would first use the word expressive of the leading idea, and say,
" Laura, bread, give."" If she wanted water, she would say, " water, drink, Laura."

Soon, however, she learned the use of the auxiliary verbs, of the difference of past,
present, and future, tense ; for instance, here is an early sentence, " Keller is sick, — when
will Keller well ;" the use of be, she had not acquired.

Having acquired the use of substantives, adjectives, verbs, prepositions, and conjunc-
tions, it was deemed time to make the experiment of trying to teach her to write, and to
show her, that she might communicate her ideas to persons, not in contact with her.

It was amusing, to witness the mute amazement with which she submitted to the pro-
cess, the docility with which she imitated every motion, and the perseverance with which
she moved her pencil, over and over again, in the same track, until she could form the
letter. But when, at last, the idea dawned upon her, that, by this mysterious process,
Bhe could make other people understand what she thought, her joy was boundless.

Never did a child apply, more eagerly and joyfully, to any task, than she did to this ; and,
in a few months, she could make every letter distinctly, and separate words from each
other.

The following anecdote will give an idea of her fondness for teazing, or innocent fun
or mischief. Her teacher looking one day, unobserved, into the girls' playroom, saw three
blind girls playing with the rockinghorse. Laura was on the crupper, another in the
saddle, and a third clinging on the neck, and they were all in high glee, swinging back-
ward and forward, as far as the rockers would roll. There was a peculiarly arch look, in
Laura's countenance, — the natural language of sly fun. She seemed prepared to give a
spring, and, suddenly, when her end was lowest, and the others were perched high in the
air, she sidled quickly off onto the floor, and down went the other end, so swiftly as to
throw the girls off the horse.

This Laura evidently expected ; for she stood, a moment, convulsed with laughter, then
ran eagerly forward, with outstretched hands, to find the girls, almost screaming with joy.
As soon, however, as she got hold of one of them, she perceived that she was hurt ; and,
instantly her countenance changed, she seemed shocked and grieved, and, after caressing
and comforting her playmate, she found the other, and seemed to apologize, by spelling
the word, wrong, and caressing her.

When she can puzzle her teacher, she is pleased, and often purposely spells a word
wrong, with a playful look ; and, if she catch her teacher in a mistake, she bursts into an
ecstacy of laughter.

When her teacher had been at work, giving her an idea of the words, carpenter, chair-
maker, painter, &c, in a generic sense, and told her that blacksmiths made nails, she
instantly held up her fingers, and asked if a blacksmith made them, though she knew well,
he did not.

94 THE COMMON SCHOOL JOURNAL.

With little girls of her own age, she is full of frolic and fun ; and no one enjoys a game
at romps, more than Laura.

She has the same fondness for a dress, for ribands, and for finery, as other girls of her
age ; and as a proof, that it arises from the same amiable desire of pleasing others, it may
be remarked, that, whenever she has a new bonnet, or any new article of dress, she is
particularly desirous to go to meeting, or to go out with it. If people do not notice it, she
directs their attention, by placing their hand upon it.

Generally, she indicates her preference for such visitors, as are the best dressed.

She is so much in company with blind persons, that she thinks blindness common, and
when first meeting a person, she asks if they are blind, or she feels of their eyes.

She evidently knows that the blind differ from seeing persons, for, when she shows blind
persons any thing, she always puts their fingers on it.

She seems to have a perception of character, and to have no esteem for those who have
little intellect. The following anecdote is significant of her perception of character, and
shews, that, from her friends, she requires something more than good-natured indulgence.

A new scholar entered school, — a little girl, about Laura's age. She was very helpless,
and Laura took great pride and great pains in showing her the way about the house, assist-
ing her to dress and undress, and doing for her many things, which she could not do her-
self.

In a few weeks, it began to be apparent, even to Laura, that the child was not only
helpless, but naturally very stupid, being almost an idiot. Then Laura gave her up in
despair, and avoided her ; and has ever since had an aversion to being with her, passing her
by, as if in contempt. By a natural association of ideas, she attributes to this child all
those countless deeds which Mr. Nobody does in every house. If a chair is broken, or any
thing is misplaced, and no one knows who did.it, Laura attributes it, at once, to this child.

It has been observed, before, that she is familiar with the processes of addition and sub-
traction in small numbers. Subtracting one nnmber from another puzzled her for a
time ; but, by help of objects, she accomplished it. She can count and conceive objects, to
about one hundred in number ; to express an indefinitely great number, or more than she
can count, she says hundred. If she thought a friend was to be absent many years, she
would say, — will come hundred Sundays ; meaning weeks. She is pretty accurate in meas-
uring time, and seems to have an intuitive tendency to do it. Unaided by the changes of
night and day, by the light, or the sound of any timepiece, she, nevertheless, divides time,
accurately.

With the days of the week, and the week itself, as a whole, she is perfectly familiar.
For instance, if asked, what day will it be, in fifteen days more, she readily names the
day of the week. The day she divides, by the commencement and end of school, by the
recesses, and by the arrival of meal-times.

She goes to bed, punctually, at seven o'clock, and of her own accord. For some time
after she came under our charge, she had some one to put her to bed, every night ; but
soon it was thought best to send her alone, and that she might not wait for any one, she
was left alone, one evening, and she sat until quite late, a person watching her ; and, at
last, she seemed to form her resolution, suddenly ; she jumped up, and groped her way up
to bed. From that time to this, she has never required to be told to go to bed f but, at th a
arrival of the hour for retiring, she goes by herself.

Those persons, who hold that the capacity of perceiving and measuring the lapse of time,
is an innate and distinct faculty of the mind, may deem it an important fact, that Laura
evidently can measure time so accurately, as to distinguish between a half and a whole
note of music.

Seated at the pianoforte, she will strike the notes, in a measure like the following, quite
correctly.

^r=n=^

Now, it will be perceived, that she must have a clear perception of lapse of time, in order
to strike the two eighths at the right instant; for, in the first measure, they occur at the sec-
ond beat ; in the second measure, at the third beat.

There is no doubt, that practice will enable her to subdivide time still more, nay, mi-
nutely. Possibly, some attach an undue degree of importance to this power of measuring
time, c(fnsidered in a metaphysical point of view ; for any one may make the same experi-
ment upon himself, and, by stopping his ears and closing his eyes, will find he can measure
time, or the duration of his sensation, and know which of two periods is longest ; never-
theless, we shall continue carefully to note the phenomena in the case of Laura, for the
benefit of whom they may concern.

It is interesting, in a physiological point of view, to know the effect of the deprivation of
three senses upon the remaining two.

THE COMMON SCHOOL JOURNAL. 95

The sense of smell being destroyed, it seems a curious question, whether the effect upon
the organ of taste is general or particular. That is, whether the taste is blunted, generally,
or all things alike, or whether one kind of sapidity is more affected than another. To
this, some experiments have been tried'; but, as yet, not enough to enable one to
jfidently, the results in minute distinction. The general conclusions are these.
is* seem to make a vivid and distinct impression upon the taste, and she, apparently,
. slies the different degrees of acidity, better than of sweetness or bitterness. She
nguish between wine, cider, and vinegar, better than substances, like manna, liq-
and sugar. Of bitters she seems to have less perception, or, indeed, hardly any ; for
ng powdered rhubarb into her mouth, she called it tea, and on one saying no, and
teilii her to taste close, she evidently did try to taste it, but still called it tea, and spit
it out ; but without any contortion, or any indication of its being particularly disagreeable.
Of course, she has a repugnance to this kind of experiments, and it seems almost im-
posing upon her good nature, to push them very far ; we shall, however, be soon able to
ascertain, certainly, how far she can distinguish different sapid bodies. Those, who are
curious in the physiology of the taste, know that the highest degree of gusto, or the acme
of pleasure, is not obtained, until just as the morsel has slipped over the glottis, and is on
its way, beyond power of recall, down the oesophagus. This seems to be a wise precaution
of Nature, to prevent the stomach being cheated of its due ; for, if the highest degree of
pleasure in eating, could be obtained, without absolutely swallowing the morsel, the epi-
cure could have an exhaustless source of pleasure, and need never degenerate into the
gourmand.

Some physiologists, who have speculated upon this subject, consider that this final climax
of the pleasure of taste, is produced by a fine aroma, which, rising from the morsel and
mounting up the fauces, pleasantly titillates the ramifications of the olfactory nerve. The
fact, that, when we have a cold in the head, and the fauces are obstructed, the taste is blunt-
ed, seems to bear out this supposition ; but, from some observations on Laura, one would
be inclined to think, that some other cause must contribute to the effect.

She appears to care less for the process of mastication than deglutition ; and, probably,
it is only the necessity of mechanical trituration of food, which induces her to go through
with it, before hastening to the pleasant part of swallowing. Now, as the imperfection of
smell impairs the taste in the tongue and palate, during mastication, it should have the same
effect in deglutition, supposing this theory to be correct : but it seems not to be so ; else
Laura would have little inducement to swallow, save to fill a vacuity of stomach. Now,
it seems doubtful, whether the feeling of vacuity of stomach, strictly speaking, would show
a child the road for the food, or whether it would not be as likely to stuff bread into its
ear, as into its mouth, if it had no pleasurable sensation in tasting ; and further, if the pleas-
urable sensation did not increase and tempt to deglutition, it is doubtful, whether hunger
or vacuity of stomach, alone, would teach a. child to swallow the chewed morsel.
On the whole, she seems to care less for eating, than most children of her age.
With regard to the sense of touch, it is very acute, even for a blind person. It is shown
remarkably, in the readiness with which she distinguishes persons. There are forty inmates
in the female wing, with all of whom, of course, Laura is acquainted ; whenever she is
walking through the passage-ways, she perceives, by the jar of the floor, or the agitation of
the air, that some one is near her, and it is exceedingly difficult to pass her without being
recognised. Her little arms are stretched out, and the instant she grasps a hand, a sleeve,
or even part of the dress, she knows, and lets the person pass on with some sign of recog-
nition.

The innate desire for knowledge, and the instinctive efforts which the human faculties
make, to exercise their functions, are shown most remarkably in Laura. Her tiny fingers are
to her, as eyes, and ears, and nose, and most deftly and incessantly does she keep them
in motion ; like the feelers of some insects, which are continually agitated, and which touch
every grain of sand, in the path, so Laura's arms and hands are continually in play ; and
when she is walking with a person, she not only recognises every thing she passes within
touching distance, but, by continually touching her companion's hands, she ascertains what
he is doing. A person, walking across a room while she had hold on his left arm, would
.'ind it hard to take a pencil out of his waistcoat-pocket, with his right hand, without her
perceiving it.

Her judgment of distances, and of relations of place, is very accurate. She will rise from
h^»r seat, go straight towards a door, put out her hand, just at the right time, and grasp the
handle witn precision.

^Then she runs against a door, which is shut, but which she expected to find open, she
does no* /ret, but rubs her head and laughs, as though she perceived the ludicrous position
of a person flat against a door, trying to walk through it.

The constant and tireless exercise of her feelers gives her a very accurate knowledge of
every thing about the house ; so that, if a new article, a bundle, bandbox, or even a new
book, is laid any where in the apartments which she frequents, it would be but a short time,
before, in her ceaseless rounds, she would find it, and, from something about it, she would
generally discover to whom it belonged.

96 THE COMMON SCHOOL JOURNAL.

She perceives the approach of persons by the undulations of the air striking her face ;
and she can distinguish the step of those who tread hard, and jar the floor.

At table, if told to be still, she sits, and conducts herself with propriety ; handles her
cup, spoon, and fork, like other children ; so that a stranger, looking at her, would take
her for a very pretty child, with a green riband over her eyes.

But, when at liberty to do as she chooses, she is continually feeling of things, and ascer-
certaining their size, shape, density, and use ; asking their names and their purposes,
going on, with insatiable curiosity, step by step, towards knowledge.

Thus doth her active mind, though all silent and darkling within, commune, by means
of her one sense, with things external, and gratify its innate craving for knowledge, by close
and ceaseless attention.

Qualities and appearances, unappreciable or unheeded by others, are, to her, of great
significance and value ; and by means of these, her knowledge of external nature and phys-
ical relations will, in time, become extensive.

If the same success shall attend the cultivation of her moral nature, as has followed that
of her intellect and her perceptive faculties, great will be the reward to her, and most in-
teresting will be the results to others.

CONVENTION OF TEACHERS.

At a meeting of Common School Teachers, from various parts of Worcester County,
held, pursuant to previous notice, at the American Temperance House, in Worcester,
on the 25th of January last, Thomas E. Valentine was appointed President, and O. B.
Sawyer, Secretary.

The following resolutions were unanimously adopted :

Resolved, That the improvement of our District Schools is an object, which imperative-
ly demands the immediate, increased attention and faithful efforts, at once of the teacher.
the parent, and the Christian patriot.

Whereas, The influence of the Common School Teacher upon the rising generat;
second to that of no other individual in the community : Therefore,

Resolved, That every person, occupying that station, should be possessed of a good moral
character.

Resolved, That it be recommended to all young men, who are engaged in the prof.
of teaching, to pursue that profession with firmness and interest ; to be guided by reason
and prudence ; to be free and candid, when questioned by parents, guardians, or pi
the improvement of their pupils ; and not to fear giving them offence, if what they
communicate is not always in accordance with their anticipations.

Resolved, That, in the choice and direction of studies, so far as these rest with the teach-
er, he should keep constantly in view, the best possible preparation of his scholars for the
duties of practical life.

Resolved, That a journal, in which every important transaction in the school should be
recorded, would essentially aid the teacher, in the duties of his profession.

Resolved, That we consider 'the Common School Journal,' edited by Hon. Horace
Mann, a valuable publication, and well worthy of the patronage of every teacher, who
desires a reform in our Common School system.

Resolved, That it be recommended to the several towns in this county, to authorize
their school committees to furnish the schools with books, at the expense of the owns.

Resolved, That we deem the cause of Common School Education paramount to
of the other topics, which receive so much of the talent, energy, and pecuniar
citizens ; and that, as such, a deeper interest should be felt in it, by the entire commit
and greater efforts made, to elevate Common Schools above the standard they now occupy.

Resolved, That the origin of the evils attending our Common Schools is not, principally,
a want of skill or effort on the part of teachers, but a deficiency of interest on the |
of the people ; and that this is manifested by their neglect to provide suitable places for
instruction, and the requisite books, as well as by their delinquency in visiting the
to witness the progress of their children and wards ; by detaining them from theii
and the school, for trifling causes ; and by withholding from the teacher cooperatic
his efforts, to preserve that order, which is indispensable to success.

Resolved, That, as in large schools, the younger pupils are neglected for the benefit of
the older, we deem it expedient, they should be divided, and the younger placed ui
the care of female teachers.

In our next Number, we shall commence the publication of the Third Annual Report of tn- Board of
Education, together with the Third Annual Report of the Secretary of the Board.

[The Common School, Journal; published semi-monthly by Marsh, &
4- Webb, No. 109, Washington street, Boston : Horace Mann, Editor. Price, One
lar a year.]

PORTLAND TRANSCRIPT.

EDITED BYC.P. IL.SLEY.

WEDNESDAY, MARC II 25,184 0.

Laura Bridgman.— Jn our last we gave a very
interesting account of this little unfortunate, wlio
has been totally deprived of three and partly of
four of her senses from her birth. In that account
mention is made of a letter written to her mother.
We have since received, through the Common
School Journal, a/ac simile of that letter. As our
readers may be curious to trace the train of thought
and mode of expression in a child so circumstanced,
we here give a copy of the letter. The chirography
is quite plain — o.n<* word only we cannot understand.

" Laura will write letter to mother. Laura will
ride with father. Laura will' make purse for mothM
er. Laura will sleep with mother and father. —
Mother will love and kiss Laura. Now Laura
will go and see wale [? ] and Laura will go home."

We give one or two more extracts from the re-
port, one of which is from the diary of her instruct-
or, which will give an idea of her manner of ques-
tioning.

"Spent one hour, in giving Laura an idea of the
words, left and right. She readily, conceived that
left hand, meant her left hand, but with difficulty
generalized the term. At last, however, she caught
the idea, and eagerly spelt the name of her arms,
hands, fingers, feet ears, <^'C,as they were touched,
and named them, right or left, as might be; sudden-
ly pausing, however, and looking pu/.zled, she put
her fingers on her nose, and asked, if that were
left or right. Thus she puzzles one ; but such is
her eagerness to find out one's meaning, such a
zealous cooperation is there on her part, that it is a
delightful task to teach her.

Laura's definition of a bachelor will excite a smile.
Speaking of the eagerness manifested by her to de»
fine,for the purpose of classification, the Report says
— "Some one giving her the word bachelor, she
came to her readier for a definition. She was
taught that men who had wives were husbands
those who had none, bachelors. When asked if she
understood, she said, uman have no wife, bachelor ;
Tenny bachelor ;" referring to an old friend of hers.
Being told to define bachelor, she said," bachelor
no have wife, and smoke pipe." Thus she consider-
ed the individual peculiarity of smoking, in one
person, as a specific mark of the species bachelor.

Then in order to lest her knowledge of the word,
it was said by her teacher, Tenny has got no wife ;
what is Tenny ?

She paused a moment, and then said, "Tenny is

wrong !"

There are a number of other interesting facts con-
nected with this extraordinary child we would like
to cite had we room.

THE ATHENiEUM

LONDON, SATURDAY, MAY 30, 1840.

We may mention a curious German brochure, by
Dr. Julius, of Hamburgh, which has just appeared,
entitled, 'Remarks on Eleonora Bridgeman, endowed
with only one Sense.' This young girl, an American,
now ten years old, and brought up at the Blind
Asylum in Boston, is denied both sight and hearing ;
and her sense of smelling is, at the same time, so
obtuse, that she may be regarded as having no other
perception than that of touch. Her intellectual
faculties are, nevertheless, developed to a very high
degree ; she is gay and playful amongst her com-
panions, to whom she is warmly attached. She sews,
knits, and distinguishes words represented by letters
in relief — nay, can reproduce these latter with much
dexterity, though she has been only two years in the
establishment where she has received this educa-
tion.

N° 99.

THE

CHRISTIAN EXAMINER

AND

GENERAL REVIEW.

THIRD SERIES — No. XXX.

JULY, 1840.

CONTENTS.

Page
I. Strauss's Life of Jesus 273
Das Leben Jesu, Kritisch bear-
beitet von Dr. David Fried»
erich Strauss

II. The Foundations of
Christianity in the
Wants of the Soul . . 317
The Foundation of Christianity
in the Wants of the Soul ; a
Discourse delivered before the
University in Cambridge, by
the Rev. W. B. O. Peabody.

Pagb

III. Christian
in Rome

Antiquities

325

Local Vestiges of the Early
Propagation of Christianity in
the City of Rome.

IV. The Legend of Frithiof 339
Frithiof 's Saga, or The Legend
of Frithiof. By Esaias Teg-
ner.

V. The Perkins Institution 359
Eighth Annual Report of the
Trustees of the Perkins Insti-
tution and Massachusetts Asy-
lum for the Blind.

Critical Notices.

Two Articles from the Princeton
Review, concerning the Trans-
cendental Philosophy of the
Germans, and of Cousin, and
its influence on opinion in this
Country . . • 378

The Book of Jasher, referred to in
Joshua and fteeond Samuel,
faithfully translated from the
original Hebrew into English 390

Critical and Miscellaneous Es-
says, by T. Babington Ma-

CAULAY ........ 395

The Scriptural Doctrine of our
Lord Jesus Christ and the Holy
Spirit, in their relation to God
the Father. By Nathaniel
S. Folsom 396

New and Recent Publica-
tions 39S

Mr. Gilman's Discourse. — Mr.
Miles's Lecture on Natural
Theology. — Levi Blodgett's
Letter. — The Analyst. — Ca-
biro and Count Julian. —
Fowle's Bible Reader. — The
Chapel Hymn Book.

BOSTON:

PUBLISHED BY JAMES MUNROE AND COMPANY.

NEW YORK: C. S. FRANCIS.
LONDON : JOHN GREEN, 121 NEWGATE STREET.

1840.

CHRISTIAN EXAMINER.

The Christian Examiner is published once in two months, on the
first day of March, May, July, September, November, and January,
making six numbers of 136 pages each, or two volumes, of 408 pages
each, for every year, at $4 per annum, payable on the delivery of the
second number ; that is, on the first of May. All communications
relating to subscriptions are to be addressed to " James Munroe &
Co.," all others to the <« Editor of the Christian Examiner," care of
the same. Articles intended for insertion should be in the hands of
the Editor two months before the day of publication of any given
number.

No Subscription is received for less than a year.

THE

CHRISTIAN EXAMINER

AND

GENERAL REVIEW

VOL. XXVIII.

THIRD SERIES, VOLUME X,

BOSTON:

PUBLISHED BY JAMES MUNROE AND COMPANY.

NEW YORK: C. S. FRANCIS.

LONDON: JOHN GREEN, 121 NEWGATE STRRET.

1840.

CAMBRIDGE PRESS:
METCALF, TORRY, AND BALLOU.

1840.] The Perkins Institution. 359

Art. V. — Eighth Annual Report of the Trustees of the
Perkins Institution and Massachusetts Asylum for the
Blind , to the Corporation. Boston : John H. Eastburn.
1840.

This pamphlet, though of an unpretending size and form,
contains matter interesting and useful to the philanthropist and
the philosopher. It renders an account of sums placed in the
hands of the Trustees of the Perkins Institution for the Instruc-
tion of the Blind, and briefly states some of the results which
have followed the employment of these funds, bestowed by the
generosity of private individuals, or the munificence of the
state.

The art of introducing knowledge into minds, shut against its
entrance by the privation of one or more of the senses, (those
indispensable avenues to intelligence,) has a strong claim to our
attention. To learn its method, to contemplate its results, can-
not but be interesting to those, who have at heart the improve-
ment and the happiness of their fellow-creatures. The records
of this and similar institutions would unfold to us tales of thrill-
ing interest, not surpassed by those of the novelist ; and histories
of the pursuit of knowledge under difficulties, as astonishing and
as replete with encouragement as any we now possess. Here
we shall find cases in which the rational powers have been awak-
ened, as it were, from a deep sleep, and the individual put in
possession of all the independence and delight which accompa-
ny their exercise. Within that dull and listless exterior dwelt
the spirit in its godlike power, formed to look back on the past,
and gather up its wisdom, to pierce the future, and anticipate
and accomplish its glorious results, endowed with the prerog-
ative of investigating the secrets of nature, learning her laws,
commanding her powers, performing her works ; but this spirit
is imprisoned, its eye is closed, or its ear is dead. The heart
is there, it throbs in that bosom with undefined desires, but it
has no language to tell its emotions, it sees not the answering
glow, it hears not the affectionate voice. These beings are
neglected, except by the very few, on whom the ties of con-
sanguinity or the laws of common benevolence impose the task
of supplying their immediate wants. Fetters are on their souls,
the bright world of knowledge and of love forever barred.
The steps by which the spirit is released from bondage, re-

360 Report of the Trustees [July,

stored to its native functions, and filled with the ecstasy of
thought, under the guidance of benevolence, and through its
own earnest and healthful endeavors, are worthy to be traced
in all their details ; and we wish that some graphic hand would
present us with the picture.

Through what unwearied pains this work has been accom-
plished, we can only learn by visiting these asylums, now
established in many of our cities for the blind and for the deaf,
and witnessing the knowledge and the happiness which are
their unfailing results. The vacant, restless manner, which
reveals that most melancholy of wants, the want of occupation;
the discontented, cheerless condition of the dependent and the
companionless, are banished from these abodes; activity, sym-
pathy, and progress, meet you at every step. The needy,
beside the usual branches of a good school education, are
taught some art, or trade, by which their independence is se-
cured, and instead of being a burden, become useful members
of the community.

" The working department," says the Report, " has continued
steadily in operation, and received additional patronage from the
public.

u It has paid its own expenses, including stock, and four hun-
dred dollars wages to blind persons, [once pupils,] and the rent
of a shop in Washington street. We do not include, however,
in the expenses, the board of the pupils.

u In this connexion, we may make some observations upon the
prospective want of an establishment, connected with or supple-
mentary to our own, which shall offer a home and an occupation
to those who have finished their education.

" There are very serious objections to having adult blind per-
sons introduced promiscuously into an establishment destined for
the education of children. The effects upon each class are bad,
for reasons which will be obvious to any thinking person.

" But it often happens that a laboring man is suddenly bereft
of his sight by accident ; he is deprived of all means of support,
and his situation is much more unhappy than that of one born
blind. If all schools for the blind are closed to him, his only
refuse is the alms-house.

"Again, there are now in this country five institutions for the
instruction of the blind. Every year there will be discharged
from them a few individuals, some of whom cannot gain a liveli-
hood by themselves, but might earn enough to pay for their own
board, to clothe themselves, and to have a spare penny for the
extra comforts of life. Take, for instance, the case of a young

1840*] of the Perkins Institution. 361

man who is expert at making mattrasses, a most excellent busi-
ness, but requiring capital ; he can earn four or five dollars a
week, at journeyman's wages ; but suppose he attempts to set up
for himself, he must buy his materials at retail prices, he must
sell his goods as soon as manufactured, for he cannot command
his price by holding on through the autumn and winter for the
spring trade, and in a short time he fails. We have known more
than one such case.

" Considerations of this kind have made some friends of the
blind desirous of founding a central establishment for the 7n-
duslrious Blind, from various parts of the country. It should be
an establishment to which any could be admitted, who could earn
enough to pay their board and clothe themselves ; and where
they could work by piece-work, and be paid at regular periods.
They should be subjected to no more restrictions than were ab-
solutely necessary for good order and correct morals ; and be
left to pass their leisure hours as best suited them.'" — pp. 10 - 12.

The pursuit of knowledge under difficulties is a subject
which, as we have already hinted, would here find abundant
illustration. The difficulties cheerfully met and overcome by
those, who are denied the natural facilities for learning, are not
such as have usually obstructed the path of study to those gift-
ed individuals, whose history has been preserved for our instruc-
tion. These difficulties have often whetted, rather than checked
the desire of improvement, and are more than compensated by
the superior natural endowments which prompt their possessor
to enter on the course to usefulness and fame. It cannot fre-
quently happen that these unfortunates possess superior powers
of mind, and they labor under the disadvantage of being to a
great extent destitute of that facility in the Use of their faculties,
which the incessant action of the senses calls out in infancy,
whether the individual be subjected to any regular training, or
not. Yet, so strong is the impulse to seek knowledge, and to
indulge the social feelings, that incredible labor is encountered
to satisfy these propensities. Those who have attended exhi-
bitions at this Institution, or at our other asylums for the blind,
or the deaf mutes, can testify to the wonder and admiration
called forth on witnessing the progress made by the pupils, and
the slow and difficult processes they go through in order to ac-
quire the usual branches of education. What patience and toil
it must require to attain to the use of written and oral language
without the aid of speech, or to read with the fingers. We have
seen a blind young gentleman perform in his head an algebraic

VOL. XXVIII. — 3d s. VOL. X. NO. III. 46

362 Instruction of the Blind. [July,

process, and give the result accurately, which, as we were told
by the instructor, would if written out cover a surface of two
feet square ; he was also a good Latin and Greek scholar ;
and children of eight and ten years old answer any question put
to them in geography, astronomy, and arithmetic, by feeling
alone.

Some years ago, we attended one of the regular lessons in
writing given to a class of deaf mutes at the Institution in Phil-
adelphia. The teacher expressed by signs, (not the manual
alphabet,) the sentence to be written. While doing this, the
eyes of each scholar were rivetted on him ; then turning instant-
ly to their slates, each wrote the sentence in a plain good
character. Some completed the task a little sooner than the
others. One of the number (whose countenance evinced great
sensibility) wrote it wrong. As soon as this was pointed out
to her she burst into tears. The teacher, with much kindness
of manner, informed her that she had mistaken him, and pro-
posed to repeat the lesson, at which her face brightened up
directly, and her attention became fixed. They all wrote
again ; she not only executed the task with perfect correctness,
but completed it the first. A young girl next her, on observing
this, embraced her with evident pleasure, clapping her hands
for joy at the success of her companion, and turning round,
pointed it out to the teacher. This little trait of generous sym-
pathy, so beautifully pure and spontaneous, brought tears into
the eyes of the spectators. What springs of feeling and intelli-
gence had been unlocked in these young creatures, by the art
of instructing deaf mutes, and what praise is due to those who
have learned, and with so much patience engaged in the prac-
tice of this art, loosing by their efforts not the body, but the soul,
from thraldom.

Another point deserving attention is the method of instruc-
tion adopted in these institutions. Necessity is the parent of
invention. The peculiar difficulties attending the instruc-
tion of those to whom one or more of the natural entrances
to knowledge is closed, have led their teachers to seek out
the best methods. There is, in children possessed of all their
senses, so many avenues to the mind from without, and such
consequent activity of the faculties, roused, solicited, developed
as they are by the events and objects of every moment of ex-
istence, that not even the poorest method of teaching, nor the
least attractive topics, nor the chilling atmosphere of harsh-

1840.] Instruction of the Blind. 363

ness, can entirely check their curiosity and aptitude to learn.
Their activity and constant questioning, deemed so irksome by
those who possess not the art to direct these propensities to
their legitimate ends, secure to the young, though often through
much tribulation, a competent amount of knowledge. Who
that reflects on the fact, that a child, during the short period of
two years, and that when its capacities are the weakest, makes
the most elaborate of all our acquisitions, language, will doubt
the teachableness of his nature ?

But it is not so with the deaf or the blind ; a death-like
stillness reigns with one, eternal darkness and gloom with the
other. Without some improvements on the common method
of teaching, little success would be anticipated in any attempt
to enlighten their minds. It needed only this conviction to lead
to the discovery of a better method. By a careful study of the
process of the mind in arranging and retaining its ideas, by
distinguishing the circumstances which are favorable from those
which are hindrances to the quickness and clearness of our per-
ceptions, certain rules were evolved, and on application mod-
ified and perfected by experience. The peculiar difficulties of
the case being clearly apprehended were met with patience and
perseverance, on the part of both pupil and teacher ; these sen-
timents being always reciprocated by the pupil, when manifest
in the teacher. The admirable, it might almost be said mi-
raculous, result of such earnest and harmonious cooperation
have caused the heart of the spectator to leap for joy, as he
witnessed in these bereaved ones the evidence of their clear
possession and ready use of that rich treasure of thoughts and
emotions, which are the birthright of Humanity. The follow-
ing passage is from the annual report for 1839 : —

" The system of education adopted at the commencement of
the Institution has been followed during the past year, and with
gratifying results. That system having been explained in pre-
vious Reports, we need only allude now to its general features.
The moral, intellectual, and physical nature of the pupils is de-
veloped by a division of their time, and a variety in their occupa-
tions, which calls each into daily exercise. Four hours are
devoted to intellectual pursuits, four hours to music, four to me-
chanical labor, four to recreation and play, and eight to sleep.

" With regard to intellectual education, our principle has been,
that the mind has an appetite for knowledge, as the body has for
food ; and that the exercise of any of the mental faculties in the

364 Instruction of the Blind. [July

acquisition of knowledge, is accompanied and rewarded by vivid
pleasure. This pleasure nature has made so strong as to be a
sufficient inducement to the exercise of the intellect : the child
seeks knowledge for the gratification it brings ; and the object of
teaching should be, to present to each and all the mental facul-
ties opportunities for action, and objects upon which to act, at
the appropriate time. Every child finds delight in the exercise
of his perceptive faculties, and never tires of learning new facts
and new things. It is only when he is called upon to study words
that he cannot understand, and to exercise powers of reasoning
and abstraction, which are as yet undeveloped, that he turns from
books and school to observe and learn for himself the things
which nature presents to his senses.

w This principle, we have found, can be surely relied upon in
our school ; and trusting to it, we need none of the stimuli which
are by some supposed necessary. We have no corporal pun-
ishments, no prizes, no taking precedence in classes, no degrada-
tions. Emulation there is, and will be; nature provides for this
in the self-esteem of each individual ; but this sentiment can
rarely be cultivated and used in schools as an incentive, without
producing envyings and heart-burnings.

"Acting upon this principle, and taking care to avoid fatigue,
by giving the pupils short lessons and frequent recesses, our
teachers succeed in imparting much knowledge to them. It is
gratifying to find, that in spite of their having one avenue to the
mind closed, they can advance in almost every branch of study-
about as fast as seeing children ; and it is still more gratifying to
witness the pleasure they derive from learning a new fact, or
developing a new thought.

"The whole number who attend the school regularly is sixty.
Of these, fifty-two can read the books in raised letters ; ten boys,
and fifteen girls can write a legible hand ; all those above eight
years of age are well grounded in the elementary studies of
grammar, arithmetic, and geography ; while some have made
very respectable acquirements in the higher branches of natural
philosophy, algebra, geometry, and astronomy." — pp. 3-5.

Let such as are disposed to complain of the dulness and fro-
wardness of their pupils visit these institutions, and ascertain if
they can, by what method it is, that learning is to their inmates
rendered delightful, and that their progress sometimes outstrips
that of children who have the use of all their senses. The
general principles of instruction, as well as their details, are
most worthy to be studied. Their efficacy proves their truth.

It will be seen that here moral and intellectual results are not

1840.] Instruction of the Blind. 365

expected to flow from physical means. So far from there being
a necessity of severity to induce the young to learn, it will here
be found that kindness and encouragement are the atmosphere
in which the faculties most readily expand. Owing to the very
earnestness of the mind for knowledge, it is baffled and chilled
when it is presented with a confused idea, and it never takes a
firm step, till it knows the ground on which it stands, and is led
from the idea it already has to the next, without fatigue or pre-
cipitation. The active powers of a child cannot be called forth,
unless presented with objects suited to his taste and capacity, or
connected with such as means to ends. Sympathy, too, that
powerful agent in instruction, that sun to the darkened mind, is
never withheld, and it invests every duty and labor with the
attractions of the heart. An indispensable rule, and one never
lost sight of in the instruction of the blind or deaf, is a clear
comprehension of the first step, before the second is proposed.
It often happens that one child fails to take an idea which others
comprehend immediately. Let not the fault be laid on him,
it belongs to the instructor, who was not careful to mark, that
in this case the previous ideas were not yet introduced. This
may be owing to dulness or inattention in the pupil, but till it
is done, the lesson is in vain, and serves only to irritate both
teacher and pupil. Dulness is a constitutional defect ; it can-
not be cured by scolding or whipping, though it is often con-
firmed by these. Inattention comes more within the province
of the will, and the inquiry here should be, what will command
attention ? The old answer, the fear of punishment, or the
hope of reward, is a very insufficient one ; though it may bring
immediate relief, like a drastic medicine, it leaves the patient
more subject to the disease than" ever. Nothing short of a de-
sire to attain the object will permanently command attention,
or ensure successful effort ; and if this cannot be inspired by an
exhibition of its beauty, or its value, by an appeal to the curi-
osity, sympathy, and emulation, it must be relinquished, and
the pupil put on another course. Something there will cer-
tainly be which his heart is formed to desire, and his talents
fitted to attain, and in this only will his progress be satisfactory
to himself and others.

It will, we are persuaded, be found true, and the history of
these institutions confirms the opinion, that the young will
learn with readiness and pleasure, when suitable objects
and necessary facilities for their attainment are presented

366 Instruction of the Blind. [July,

to them, and kindness, patience, and an adaptation of the mode
of instruction to their natural endowments are perseveringly
employed. An exact detail of the methods of instruction pur-
sued in this and similar institutions, with the general principles
on which they are founded, would be a valuable present to
teachers. There is one thing more, as we were told by the
principal of the asylum, not 'less indispensable than a right
method, and that is a hearty interest in the work, on the part
of the instructor. An earnest devotion of the mind to the ob-
ject, which will call forth all his powers, enable him to seize
the peculiarities of each mind under his charge, and which,
where known methods fail, prompts to the invention of new
ones. Such a concentration of the thoughts as only true inter-
est can produce breathes, as it were, a new soul, and surprises
even the possessor, by the reach of abilities of which he had
hitherto remained unconscious. What is called a gift for teach-
ing, will be found to consist in a great measure in this strong
interest in the labor, which should always be one of love, and
should never be undertaken, any more than that of the ministry,
without the consciousness of being missioned. No doubt the
peculiar misfortune of those children, who are deprived of one
or more of the senses, awakens a more tender sympathy, and
calls forth a greater degree of patience in the instructor, than
can be expected in ordinary cases ; yet, reflection on the best
methods of accomplishing his object, and a conscientious regard
to duty, might enable a teacher (who had any heart) to enter
into the feelings, compassionate the difficulties, and admire the
awakening powers of his pupils ; for with the help of all their
senses, in the present imperfect methods of teaching, and want
of unction in the masters, learning is generally a hard and dull,
if not distressing task, to these young creatures, whose path in
the morning of life is not merely covered with dew-drops, which
the buoyant step of infancy would easily brush away, but is
strewed with unnecessary thorns.

There is still another view suggested by this report, on which
we wish to dwell for a few moments ; and this is the aid fur-
nished to the philosophy of mind by the observation and regis-
tering of the steps of its development under circumstances so
peculiarly favorable for arriving at correct conclusions, as are
here afforded.

That mankind have experienced the need of this philosophy,
and been convinced of its possibility, is evident from the fact,

1840.] Instruction of the Blind. 367

that every period and literature contain writings on the subject ;
and some of the greatest geniuses of ancient and modern times
have devoted their powers to the study of the human mind.
What wonder, that in " glancing their eye from heaven to earth,
from earth to heaven," they should select for contemplation the
noblest and best of God's works. If, as is too true, we are
still far from possessing anything having the certainty of
science, this is to be ascribed not to any lack of interest or abil-
ity in the study, but to its intrinsic difficulties. Yet are we
not discouraged by failure, but continue our endeavors to answer
those deep questions, which the mind asks as earnestly and with
as clear a consciousness of its right to ask them now, as it did
ages ago.

Mental philosophy, like every other, must be founded on ob-
servation or reflection, which is internal observation ; all its
admitted truths are inductions drawn from accurately observed
facts. But the number of these truths, compared with the field
they are required to cover, is very small, and the deficiency is
supplied by ingenious theory. A too early generalization is the
consequence, which, however it may have done some service in
collecting and arranging facts, has been prejudicial in leading the
student from the precise point of inquiry, and in the fabricating
and distorting of instances. What we still want is facts, and
facts which it is next to impossible to obtain.

The development of mind commences at the earliest period
of life, and its operations are so varied and rapid, so unnoticed
by the indivdual who experiences them, so imperfectly mani-
fested to those around, that it would require the closest atten-
tion of a cautious and philosophic observer to obtain data which
could be safely used. But who are the philosophers to whom
this delicate task of science is confided ? Mothers and nurses,
women, rarely well informed on any subject, except the imme-
diate care of the body, deficient in habits of accuracy and gen-
eralization, and so far from possessing leisure for such nice
investigations, immersed in petty cares and duties, vexatious
and exhausting both to their minds and bodies. When philos-
ophers attempt to trace the unfolding of the faculties, in order
to arrive at the origin and analysis of our ideas, they labor
under great disadvantages. The period of infancy, during which
almost all ideas are acquired or developed, is to them a sealed
book.

This report acquaints us with a very rare and favorable op-

368 Laura Bridgman. [July?

portunity for observing the natural order of the unfolding of the
faculties, in the case of Laura Bridgman, a little girl, now in
the institution, who is deaf, dumb, and blind. We are in-
formed that she was bora with sight, but lost it at the age of
eighteen months. During this time she was subject to severe
disease, and it is not discoverable that she retains any traces of
the impressions of that sense, though perhaps her mental powers
may have been rather more developed, than if she had always
been as destitute as she is at present. Since this early age she may
be regarded as having but one sense. Smell is not perceptible,
and taste is so faint as scarcely to furnish the occasion of any
mental operation, except, simply the feeblest vapid impressions.
Her intellect is uncommonly active, she has lively affections,
and a very sweet temper. Her patience and industry would
be extraordinary, in one possessed of the usual means of appre-
ciating the value, and making the acquisition of knowledge ;
in one so bereft of these, they are nearly incredible.

" The account given in the Report of Laura Bridgman, though
sufficiently minute for conveying an idea of her situation and
acquirements, is not sufficiently so for those who regard her
case as interesting and important in a psychological point of
view.

" Such persons are assured that careful observations continue
to be made, with a view to ascertaining the order of develop-
ments and the peculiar character of her intellectual faculties.
The result will probably be made public ; meantime, the follow-
ing general observations, added to those in the last Reports, will
serve to make out a general continuous history of the case.

" Having mastered the manual alphabet of the deaf mutes,
and learned to spell readily the names of everything within her
reach, she was then taught words expressive of positive qualities,
as hardness, softness ; and she readily learned to express the
quality, by connecting the adjective hard or soft with the sub-
stantive ; though she generally followed what one would suppose
to be the natural order in the succession of ideas, placing the
substantive first.

" It was found too difficult, however, then to make her under-
stand any general expression of quality, as hardness, softness,
in the abstract. Indeed, this is a process of mind most difficult
of performance to any, especially to deaf mutes.

" One of her earliest sentences after learning the adjectives
was this ; she had found the matron ill, and understood that her
head pained her, so she said, — ''Smith head sick, — Laura
sorry.''

1840.] Laura Bridgman. 369

" Next she was put to the positive expression of relation to
place, which she could understand. For instance, a ring was
taken and placed on a box, then the words were spelt to her, and
she repeated them from imitation. Then the ring was placed on
a hat, and a sign given her to spell, she spelt, ring on hox, —
but being checked, and the right words given, she immediately
began to exercise her judgment, and, as usual, seemed intently-
thinking. Then the same was repeated with a bag, a desk, and
a great many other things, until at last she learned that she must
name the thing on which the article was.

11 Then the same article was put into the box, and the words
ring in box given her ; this puzzled her for many minutes, and
she would make mistakes ; — for instance, after she had learned
to say correctly whether the ring was on or in a box, a drawer,
a hat, a bucket, &c, if she were asked where is house, or matron,
she would say in box. Cross-questioning, however, is seldom
necessary to ascertain whether she really understands the force
of the words she is learning ; for when the true meaning dawns
upon her mind, the light spreads to her countenance.

" In this case the perception seemed instantaneous, and the
natural sign by which she expressed it was peculiar and striking :
she spelt o n, then laid one hand on the other ; then she spelt,
int o, and enclosed one hand within the other." — pp. 20, 21.

" An extract from the diary kept by her instructor will give
an idea of her manner of questioning.

" ' December 3.

" l Spent one hour in giving Laura an idea of the meaning of
the words left and right. She readily conceived that left hand,
meant her left hand, but with difficulty generalized the term. At
last, however, she caught the idea, and eagerly spelt the name of
her arms, hands, fingers, feet, ears, &c, as they were touched,
and named them, right or left, as might be ; suddenly pausing,
however, and looking puzzled, she put her ringer on her nose,
and asked if that were left or right ; thus she continually puz-
zles one : but such is her eagerness to find out one's meaning,
such a zealous cooperation is there on her part, that it is a delight-
ful task to teach her.'

" ' Uses to-day freely the prepositions in and on : she says,
teacher sitting in sofa ; — do not dare to correct her in such
cases of anomalous usage of the preposition, but prefer to let her
be in error, than shake her faith in a rule given : the corrections
must be made by-and-by : the sofa having sides, she naturally
says in.''

" In her eagerness to advance her knowledge of words, and
to communicate her ideas, she coins words, and is always guided

VOL. XXVIII. — 3d s. VOL. X. NO. III. 47

370 Laura Bridgman. [July,

by analogy. Sometimes her process of word-making is very
interesting ; for instance, after some time spent in giving her an
idea of the abstract meaning of alone, she seemed to obtain it,
and understanding that being by one's self was to be alone, or
al-one. She was told to go to her chamber, or school, or
elsewhere and return alone ; she did so, but soon after, wishing
to go with one of the little girls, she strove to express her mean-
ing thus, Laura go dl-two" — p. 22.

But, notwithstanding her superior mental and moral endow-
ments, the steps of her progress are laborious and slow, which
enables a careful observer to note them accurately. It is a most
fortunate coincidence, (and one, without which, the whole ben-
efit of the case to philosophy would be lost,) that the person, to
whom her instruction is confided, is himself a philosopher, a
man of candid and accurate habits of mind, and fully compe-
tent to distinguish and appreciate the import of all the phenomena
exhibited. He has long been conversant with the most approved
methods in use, in the instruction of the blind, and practically
engaged in this interesting: service, with what beautiful and most
affecting success, let those declare, who have visited the Per-
kins Institution.

Being deeply interested in the case, and aware of its psycho-
logical importance, he either conducts the instruction himself, or
has it done under his special direction. An exact record is kept
of the process and its results.

Here are details such as the philosopher has long sought in
vain. Instead of that lightning-like rapidity with which im-
pressions are made on the infant mind, insensibly develop its
latent powers, and awaken its yet unconscious ideas, — how and
when cannot be traced, any more than the growth of a plant, —
we have an unfolding of the faculties so gradual, that it may be
detected and described, the first imperfect dawning of ideas,
their increased definiteness, their order of development, their
natural and acquired combinations.

With what curiosity do we peruse even the brief account of
her which is given in the appendix to the report, and how anx-
iously do we look for the complete record which we are assured
is kept of the case. There is proof, if any were wanting,
that the senses simply impart their organic impressions, and
furnish the occasion merely of the development of the mental
powers. That most difficult and abstract of all acquisitions has
been made by this child of nine years, both oral and written,

1840.] Laura Bridgman. 371

with the aid only of one sense, and that the least used in this
process by such as have all their senses.

Those mental processes involved in the use of language, com-
parison, abstraction, generalization, are clearly hers, though as yet
to a small extent. The use of signs as media of communicating
thought, and doubtless of recalling ideas and impressions, is also
hers, as much as it is ours. The vocabulary is yet small, but
it is daily increasing, and nothing hinders its becoming as com-
plete as our own, with the exception of the organic impressions
denied her. The uncommon activity and soundness of her in-
tellect, and the purity and definiteness of the moral sentiments,
as far as these latter have been evinced, show how little the
soul is beholden to mere sense for its high nature and perfec-
tion. It is merely as instruments, that the senses are valuable ;
its holy affections, its elementary and intuitive truths, are all its
own, and not less its power of modifying, combining, and ar-
ranging materials, when supplied. As yet, Laura has few
materials, but not a day is suffered to pass, without an addition
to her stock. It is worthy of remark that this task of acquiring
knowledge, so irksome to children in general, is to her, though
performed under such peculiar disadvantages, one of high
pleasure. Can we doubt that knowledge is the mind's natural
food ; that the appetite for it is inherent, and must abide by it
in all its forms of existence ?

" Having acquired the use of substantives, adjectives, verbs,
prepositions, and conjunctions, it was deemed time to make the
experiment of trying to teach her to write, and to show her that
she might communicate her ideas to persons not in contact with
her.

" It was amusing to witness the mute amazement with which
she submitted to the process, the docility with which she imitat-
ed every motion, and the perseverance with which she moved her
pencil over and over again in the same track, until she could
form the letter. But when at last the idea dawned upon her,
that by 'this mysterious process she could make other people un-
derstand what she thought, her joy was boundless.

" Never did a child apply more eagerly and joyfully to any
task, than she did to this ; and in a few months she could make
every letter distinctly, and separate words from each other." —
pp. 23, 24.

" With regard to the sense of touch, it is very acute, even for
a blind person. It is shown remarkably in the readiness with
which she distinguishes persons : there are forty inmates in the

372 Laura Bridgman. [July,

female wing, with all of whom of course Laura is acquainted ;
whenever she is walking through the passage-ways, she perceives
by the jar of the floor, or the agitation of the air, that some one
is near her, and it is exceedingly difficult to pass her without
being recognised. Her little arms are stretched out, and the
instant she grasps a hand, a sleeve, or even part of the dress,
she knows the person, and lets them pass on with some sign of
recognition.

11 The innate desire for knowledge, and the instinctive efforts
which the human faculties make to exercise their functions, are
shown most remarkably in Laura. Her tiny ringers are to her
as eyes, and ears, and nose, and most deftly and incessantly
does she keep them in motion : like the feelers of some insects
which are continually agitated, and which touch every grain of
sand in the path, so Laura's arms and hands are continually in
play ; and when she is walking with a person, she not only recog-
nises everything she passes within touching distance, but by con-
tinually touching her companion's hands she ascertains what he
is doing. A person walking across a room, while she had hold
on his left arm, would find it hard to take a pencil out of his
waistcoat pocket with his right hand, without her perceiving
it." — p. 28.

The origin of our ideas is a point which it is less important
to settle, than their nature and laws. It has, however, attracted
far more attention from philosophers. A careful observation of
the mind in its earlier stages forms the safest ground for con-
clusions here ; yet recourse has been had rarely if ever to this
method of investigation. On the contrary, attempts are made
to analyze the complex ideas, produced by the combined ac-
tion of the senses and the intellect, and which become, lono-
before we are aware of it, indissoluble compounds. Every
system, which has been adopted as an explanation of the origin
of our knowledge, has been sustained by one or more facts ; but
all these theories taken together do not include the whole com-
plex phenomena, still less their true analysis. The two grand
divisions of metaphysical systems, one referring all knowledge
to the senses, the other to the intellect, have at last met on
common ground ; but their respective parts, in furnishing the
mind, or in developing its faculties, are by no means determin-
ed. How, indeed, shall we detect the elements of an effect so
exquisitely mingled and wrought by the hand of nature, as the
knowledge to which every human being attains, during a few
years of life in this limited abode, and with powers so imperfect

1840.] Laura Bridgman. 373

and finite ? Who will undertake to discriminate mind from
matter, and appreciate their proportions, in the phenomena
even of sensation ? Natures so dissimilar, and yet so interwoven,
that while nothing can be more clear than their difference, it is
impossible to mark the line of their union ; while no two things
can be more independent of each other, we cannot seize on
the slightest manifestation of one without involving both. Mat-
ter is the medium by which we arrive at our own thoughts, and
intelligence is the essential origin, the sole recipient of the qual-
ities of matter. But the senses, which in philosophy have long
been lord of the ascendant, and claimed to be the source of
all the godlike thoughts of the soul, are now hiding their- dimin-
ished heads. The ideal is regaining its rightful domain, and
restricting! them more and more to the mere threshold of the
soul's temple. We cannot grant them anything beyond the
honor of furnishing the occasion of opening the door, for the
spirit to walk abroad in its native power and dignity, and pos-
sess herself of the beauties prepared for her alone. And some
philosophers have even assumed that the external world depends
on the laws of mind for its reality, as it undoubtedly does for
its recognition. From the principle that the laws of the mind
must regulate our cognitions, Kant infers that they must so far
regulate objects. " Space and time are," according to him,
" subjective," " the formal condition of all phenomena internal
and external," " they have no objective reality, but lie ready in
the mind, a priori, and are called up by the impressions we
receive from external objects through the senses." Now if this
view be correct, if time and space are purely subjective, then
it must follow, that if mind were annihilated, time and space
could not exist. We conceive that matter, or the external world
could exist, even if mind were annihilated, (a mere supposition, of
course, to illustrate our idea,) for our convictions of its objectivity
are indestructible ; but there are things which we perceive to
be essentially subjective, such as virtue, beauty, truth, thought ;
these cannot be, if mind is not. But events might occur, the
heavenly bodies perform their revolutions, and preserve their
relative distances even if no mind existed to note them. There
would be duration between the rising and the setting of the sun,
and space over which the earth passed in her annual revolu-
tion. The conception of them would be wanting, but this
conception is not the whole. Space is no sensation ; it is neither
feeling, sight, nor sound, but the absence of these ; the idea is

374 Laura Bridgman. [July,

unique, it cannot be explained ; it, however, needs no explana-
tion ; we are only puzzled as to the way in which we obtained
it. It belongs to the class of the acquired perceptions of the
senses, in which organic impressions, and inferences from them
made by the mind, become combined into one complex idea,
whose elements it is almost impossible to distinguish. The share
which the mind has in this process is essential, but the space
between two trees, for instance, has an existence as truly ob-
jective, as the trees themselves have. If this be so, space can-
not be purely subjective.

Locke was the first to observe, or at least to explain, the fact,
that our idea of time comes from internal succession ; like space
it is unique ; it is not any event or experience, but the absence
of these, the separation between them.

Our conviction of the universality and necessity of space and
time are purely subjective ; but the absolute and the universal
are neither subjective nor objective, but existences wholly un-
conditioned. An exact history of the acquisition of these ideas
might throw light on the subject ; and we often wish we could
have a course of observations on the early development of the
human mind, as patiently made and as accurately recorded as
those on the habits of insects, or the phenomena of animalculae.

Laura Bridgman must have formed the ideas of space and
time long before she came to this asylum, which was three years
ago. Yet, perhaps, some new views on these difficult points
may be gained, by closely observing the way in which she ap-
plies them. That she can estimate duration with surprising
accuracy is shown by her being able to strike the length of the
notes of music correctly on a piano, and her knowledge of
space seems also to be nearly as perfect as ours.

"Those persons, who holdthat the capacity of perceiving and
measuring the lapse of time is an innate and distinct faculty of
the mind, may deem it an important fact, that Laura evidently
can measure time so accurately as to distinguish between a half
and whole note of music.

" Seated at the pianoforte she will strike the notes in a measure
like the following, quite correctly.

msmm

" Now it will be perceived that she must have clear percep-

1840.] Laura Bridgman. 375

tion of lapse of time, in order to strike the two eighths at the right
instant, for in the first measure they occur at the second beat,
in the second measure at the third beat." — p. 26.

" Her judgment of distances and of relations of place is very
accurate ; she will rise from her seat, go straight towards a door,
put out her hand just at the right time, and grasp the handle with
precision.

" When she runs against a door which is shut, but which she
expected to find open, she does not fret, but rubs her head and
laughs, as though she perceived the ludicrous position of a person
flat against a door trying to walk through it.

" The constant and tireless exercise of her feelers gives her a
very accurate knowledge of everything about the house ; so that
if a new article, a bundle, bandbox, or even a new book is laid
anywhere in the apartments which she frequents, it would be
but a short time before in her ceaseless rounds she would find it,
and from something about it she would generally discover to
whom it belonged.

" She perceives the approach of persons by the undulations of
the air striking her face ; and she can distinguish the step of those
who tread hard, and jar the floor." — pp. 28, 29.

This case offers a field for interesting observation in the de-
velopment of the moral powers. Conscience is described by
Jouffroy as the result of a gradual acquisition of the abstract
idea of order. According to this, Laura should as yet give
scarcely any proof of a consciousness of this faculty ; but on the
contrary we find unequivocal evidence of her being possessed of
the ideas of right and wrong. She is susceptible of praise,
blame, shame, and the emotion of self-approbation. That sense
of responsibility, which is the condition if not the essence of
free agency, is plainly hers. From how small a stock of
perceptions and facts has this great idea been evolved or awak-
ened in her mind, showing, as we think, that conscience or the
moral principle is original, and not of secondary formation ;
that it comes forth simultaneously with the experience of free-
agency, and a perception of the relation of motives to acts, and
of our own acts to the production of good or evil to others and
ourselves.

The different explanations of the moral sentiments, which
have been offered, prove that this class of phenomena are very
complicated, and that care has not been taken to distinguish
" between the nature of moral sentiments and the criterion of

376 Report of the Trustees [Juty>

moral acts." * The selfish systems, the sentimental, and the
rational, are each sustained by just, though partial views ; they
do not, however, exhaust the subject. The terms, good and
evil, have become so generalized, that they include much which
is not referable to will, while to such only as involve responsi-
bility, namely, are connected with the will, can the terms right
and wrong be applied. We have an intuitive idea of good,
absolute and universal ; how far this is abstracted from original
objects, in which the good is real and positive, and how far it
is this association transferred to other objects, is yet to be ex-
plained. This idea of good is connected in our mind, as ends
to means, with the sense of accountability, which gives the
character of moral, for moral phenomena can never be found
disconnected with volition. Take away volition, and we may
admire, or even love, but we cannot praise, or blame. These
and similar questions of psychology may receive light from an
accurate record of the moral and intellectual development of
minds, whose unfolding is delayed and gradual, in consequence
of the loss of one or more of their senses.

Nor let it be supposed that such inquiries are merely specu-
lative and curious. Those arts, whose principles are to be
sought in the philosophy of mind, such as education, govern-
ment, and the fine arts, are indispensable to society. Man
has exercised them from the earliest ages ; but with what rude-
ness and imperfection need not be shown. The truths of
philosophy, as far as they have been announced, are easily
comprehended, and made available to every mind. The difficulty
of understanding metaphysical works lies principally in the
mixture of errors with truths, and in the vagueness of the views of
their writers. These investigations lead to the region of the ideal,
and deal with abstractions. We are not, therefore, removed
from the real and the intelligible. Abstraction is a process
performed by every one, even the child and the illiterate, in
matters which come under their attention, as perfectly as by the
philosopher. The only difference is, that the latter has ob-
served the process of mind, and carried it out to a higher de-
gree of perfection. The ideal is the soul's home ; and she is
abroad only when she is employed with the tangible. Truths
once disclosed will eventually be adopted and acted on. Not
one was ever announced in vain, though many have given

* Mackintosh.

1840.] Perkins Institution. 377

centuries of sway to the errors connected with them. For
truth, like our own precious souls, when ushered into life can
never die, but will in the end cast off the disguises and con-
taminations, which cling to its earlier stages of existence.

Many truths lie scattered through the pages of philosophical
systems, which will yet be gathered up, and carry with them
the names of the great men by whom they were first disclosed.
Why are these permitted to remain still hid amid the errors and
fancies incident to their period ? Some attempts have been
made to collect them into one eclectic system ; but where is the
volume to which we can go for the pure admitted truths of
mental philosophy ? This as a preliminary step is indispensable.
We cannot disregard the wisdom of the past. The philosophers
of that period were as deeply engaged in the study, as those of
our own times. They discovered as much, settled as many
questions, as perhaps any one individual can hope to do now.
In the voluminous, but rich pages of these writers, may be seen
some of the most interesting aspects of the human mind, its
loftiest flights, its deepest investigations, its most remarkable
errors, and, we cannot doubt, many of its essential truths. In
addition to their being the repositories of the wisdom of the
past, they have a further claim to our study and gratitude. This
consists in the spirituality, and intellectual development, which
they nourished and brought out both in their authors and readers.
Their voice was heard amid the din of earthly pursuits, sensual
indulgence, and schemes of ambition, for it addressed a
real principle of our nature, and turned the attention of men to
the divine inhabitant of their own bosoms. The admiration
these works commanded, and the avidity with which they have
been read, must not be ascribed entirely to the genius of their
authors, but to the real worth of the subject.

Let us, then, study and collect these valuable, but as yet
scattered hints, and add them to the results of later observers ;
the smallest specimen, if it be a true one, is of use in the cabinet
of the naturalist. We must not look for a system of phi-
losophy in our own day, but each observer of human nature
in his daily walks may lay up something for the future
architect, who in the fulness of time will appear. We look to
the record of Laura Bridgman as a valuable repository of psy-
chological facts : and this interesting creature, so excluded as it
were from the privileges of her race, in becoming the object of
sympathy and instruction, in entering the world of ideas, through

VOL. xxvm. — 3d s. VOL. X. NO. III. 48

378 Critical Notices. [July,

new and difficult passes, opened for her by the hand of benev-
olence, will more than repay the obligation by the valuable
light she will throw on that most important of all the depart-
ments of knowledge, the philosophy of mind.

Many other topics are suggested by reading the reports, par-
ticularly that of printing for the blind, to which we wished to
direct the attention of our readers ; but we refer them to the
report itself, whose clear, satisfactory, and unambitious state-
ments, cannot fail to call up an interest in the Institution, and
an admiration and respect for those who, with such patience
and devotedness, carry out the benevolent purposes of its
founders and patrons. We also recommend their visiting the
Institution, not merely from curiosity, although in this view they
would be repaid, but for their own instruction. Here they will
see benevolence working in its highest and surest paths ; here they
will learn what power is given to the spirit to pursue its upward,
onward course through every difficulty, if it will but be true to
itself. And here they may receive a lesson of resignation and
cheerfulness under the privations of life, and be assured that, if
our usual sources of happiness and usefulness should be cut off,
we may open to ourselves others sufficient to nourish and employ
those faculties, which are given not to lie idle, but to be used for
our own and others' good. Duty, knowledge, love, are never be-
yond our reach, while there is a single sense or power left, by
which the soul can recognise the external, or commune with itself.

L. M.

SATURDAY, AUGUST 15, 1840.

LAURA BRIDGMAN— A DEAF, DUMB,
AND BLIND GIRL.

In a lately published Report of the Massachusetts
Institution for the Blind, there appear some interest-
ing details respecting a pupil, named Laura Bridgman,
who was placed in the establishment a few years since,
in the deplorable condition of being blind, deaf, and
dumb. She had been in this state of deprivation ever
since she was little more than a year old, and there-
fore possessed no knowledge whatever except what it
had been possible to communicate through the senses
of feeling and taste. Being introduced to the school of
the institution, a methodic plan of instruction was
commenced by means of the tangible alphabet for the
blind, which led to the most agreeable and surprising
results. The extent of her intellectual and moral
advancement will be learned from the following ex-
tract from the Report : —

" The intellectual improvement of this interesting
being, and the progress she has made in expressing her
ideas, are truly gratifying. She uses the manual
alphabet of the deaf mutes with great facility and great
rapidity ; she has increased her vocabulary so as to
comprehend the names of all common objects ; she
uses adjectives expressive of positive qualities, such as
liard, soft, sweet, sour, Sec. ; verbs expressive of action,
as give, take, ride, run, &c, in the present, past, and
future tense ; she connects adjectives with nouns to
express their qualities ; she introduces verbs into sen-
tences, and connects them by conjunctions ; for in-
stance, a gentleman having given her an apple, she
said, Man give Laura sweet apple.

She can count to high numbers ; she can add and
subtract small numbers.

But the most gratifying acquirement which she has
made, and the one which has given her the most de-
light, is the power of writing a legible hand, and express-
ing her thoughts upon paper ; she writes with a pencil
in a grooved line, and makes her letters clear and
distinct.

She was sadly puzzled at first to know the meaning
of the process to which she was subjected ; but, when
the idea dawned upon her mind, that by means of it
she could convey intelligence to her mother, her
delight was unbounded. She applied herself with
great diligence, and in a few months actually wrote a
legible letter to her mother, in which she conveyed
information of her being well, and of her coming home
in ten weeks. It was, indeed, only the skeleton of a
letter, but still it expressed in legible characters a
vague outline of the ideas which were passing in her
mind. She was very impatient to have the man carry
this letter, for she supposed that the utmost limit of
the Post-Office department was to employ a man to
run backward and forward between our institution
and the different towns where the pupils live, to fetch
and carry letters.

She has improved very much in personal appearance
as well as in intellect ; her countenance beams with
intelligence ; she is always active at study, work, or
play ; she never repines, and most of her time is gay
and frolicsome.

She is now very expert with her needle, she knits
very easily, and can make twine bags and various fancy
articles very prettily. She is very docile, has a quick
sense of propriety, dresses herself with great neatness,
and is always correct in her deportment. In short, it
would be difficult to find a child in the possession of
all her senses, and the enjoyment of the advantages.

that wealth and parental love can bestow, who is more
contented and cheerful, or to whom existence seems a
greater blessing, than it does to this bereaved creature,
for whom the sun has no light, the air no sound, and
the flowers no colour or smell."

THE

COMMON SCHOOL JOURNAL.

VOL. III. BOSTON, FEBRUARY 1, 1841. No. 3

LAURA BRIDGMAN.

[The last Annual Report of the Perkins Institution for the Blind
contains a full account, which has been prepared by the Director, Dr.
Howe, of that most remarkable being, Laura Bridgman, a girl who is
wholly deaf, dumb, and blind, almost, if not quite, destitute of the power
of smell, and has but a very faint and imperfect sense of taste. Of
course, the only remaining organ of communication between her mind
and the world, is the sense of touch, of which so little use is commonly
made in the acquisition of knowledge. Her story is full of instruction
and pathos.

It is full of instruction, because it shows how far the skill of a teacher
can go towards supplying even the deprivations of nature. This, how-
ever, is only the ordinary effect, which pupils exhibit, who are educated
at institutions for the blind, and for the deaf and dumb. Ever since the
time of the Abbe Haiiy, it has been remarked that the blind and the
deaf mutes, who had received a regular education at institutions spe-
cially provided for them, have been better scholars, both as it respects
the extent and the accuracy of their attainments, than those who have
been educated in the ordinary schools. The solution is obvious. It
has been deemed a task of vast difficulty to educate children, destitute
of either of the two' grand organs of sense, — the eye and the ear,
through which knowledge is usually conveyed to the mind ; and to over-
come this difficulty, none but the ablest teachers have been supposed
competent. The ablest, therefore, both in the knowledge of principles
and in the art of applying them, have been procured ; they have been
aided by all necessary implements and apparatus ; they have not been
overburdened with numbers ; they have enjoyed all favoring influences
from without ; and, as a consequence, their pupils, even with a deficiency
of senses, have surpassed others, who possessed a complement. Hence
it has been often said by visiters to these institutions, that sight and hear-
ing,,although very convenient, seem not to be essential to the acquisition
of knowledge in any of its departments. The true inference to be
derived from the fact is this ; — if able teachers, under circumstances
otherwise propitious, can command such extraordinary success, notwith-
standing some of the most powerful auxiliaries of nature are wanting,
what might not be accomplished under the direction of equal ability,
where all the senses exist in full perfection ?

This case is most instructive, also, because never before, in the his-
tory of the race, have the two circumstances coexisted, of a develop-

34 THE COMMON SCHOOL JOURNAL.

ment of the mental faculties being delayed to so late a period of life,
and taking place, at last, under the eye of a profound and philosophical
observer. In the case of common infants or children, their tastes and
tempers are much oftener imbibed from abroad, than they are projected
outward by an innate force. The habits, manners, customs, and con-
versation of the family and of society, are constantly pouring influences
into the mind, which always mingle with, often check, and sometimes
overwhelm, the natural forthputtings of the soul, so that when those
tendencies begin to be manifested, which go to the formation of char-
acter, we do not know what ingredients were first received from abroad,
and then merely returned whence they came, and what have issued,
unchanged, from the secret fountains of the spirit. We do not know
whether the flame comes from a central fire, or from the combustibles
with which we have fed it. But here is a case of mental isolation, — a
development and growth, equally unaided by external cultivation and
untrammelled by coercion, and hence borrowing little or nothing from a
foreign source. In the dark recesses of this child's mind, her faculties,
for years, were silently at work ; and if no power interfered to assist
and guide, as little did any interfere to stifle or pervert them. After
sufficient time has elapsed for them to acquire definite tendencies, they
are fortunately brought under the watchful eye of one, who, by an art
which seems little less than miraculous, is able to open a communica-
tion with them. To him their condition is revealed, and by him it is
faithfully reported ; so that, in regard to this individual, we have such a
view of original tendencies, unelevated by a good, undebased by a bad
education, as never before was submitted to human inspection.

The story is full of pathos. How intensely interesting is the thought,
that .here is a spirit kindred to our own, equally susceptible with ours,
of pleasure from all the beauties and harmonies of nature, yet to whom
the green and flowery earth, the sun, the magnificence of the starry
heavens, have no existence ! An Ocean of light flows around, but no
ray enters the dark dwelling-place of her spirit ; for her, in vain does
the dew-drop sparkle, the rainbow shine, or the aurora spread its cor-
uscations across the face of the heavens. She hears not the affection-
ate tones of the human vo^ice, nor the music of the many-stringed harp
of Nature ; for the roar of the thunder-cloud, or of the ocean when
the storm puts forth its strength, vibrates as powerlessly upon her ear„
as the hum of an insect's wing, or the fall of a ripple on the sea-shore.
Her spirit seems a misplaced iEolian, waiting for the touch of a zephyr ,
that never shall reach its living chords, and wake them to melody.
Instead of all we see and hear, she is surrounded by the perpetual
blackness of midnight, and she dwells in the voiceless silence of a
desert ; — beneath her is a barren and un fragrant earth ; above, the sky
is an empty vault ; and she traces the boundaries of the universe with
her fingers' ends. Yet she is happy. Precious and numberless as are
the delights, which, like swift couriers, are forever passing and repass-
ing, between the outward and the inward world, through the avenues of
the senses, yet these are infinitely far from being the richest enjoyments
which the Giver of all has bestowed. She has such a love of knowl-
edge, that the most trivial acquisition is a luxury, which love, indeed,
all children would have, were it not destroyed by mismanagement ; —
she has sentiments of generosity, of justice, of affection, of modesty,

THE COMMON SCHOOL JOURNAL. 35

(which, if not one of the virtues, has been well said to be the basis of
them all,) and in these she hasexhaustless resources of happiness.

If there are any who are touched with compassion at the privations
of this interesting child, and who would gladly contribute from their
time, their labor, or their wealth, to solace her condition ; let them look
around in their own street's, or neighborhoods, and they will not fail to
find neglected or misguided children, who are as truly shut out from
innocent pleasures, from all the delights and the rewards of virtue, as
is this girl from the voice of men and the light of day ; — these unfortu-
nate beings let them succor and reclaim, and at the shrine of Infinite
Goodness it will be a more acceptable offering, than if they could have
wrought the miracle of giving eyes to the blind, or ears to the deaf.

In contemplating this case, and others also, which more than com-
pensate in their number for the less intensity of their interest, we see
the inappreciable value of the services of the Director, who manages
this institution. An ordinary man might, perhaps, have managed it,
and made it productive, from year to year, of a moderate amount of
good ; but it is wholly owing to the character of Dr. Howe, to his judg-
ment, his knowledge, and the energy of his benevolent impulses, that
this beautiful child, with so many others, has been rescued from a gloomy
and miserable existence, and that the institution over which he presides
has enjoyed such an unexampled degree of prosperity, as to be ac-
counted, throughout the civilized world, the first of its kind. — En.]

Laura Bridgman has become extensively known. Human sympa-
thies are always ready to be poured out in proportion to the amount of
human suffering. The privation of any one sense is supposed to be a
dreadful calamity, and calls at once for our sympathy with the sufferer;
but when a human being is known to be deaf, dumb, blind, without
smell, and with imperfect taste, that being excites the tender compas-
sion of all who feel, and becomes an object of great curiosity to those
who reflect, as well as feel. When the supposed sufferer is a child —
a girl — and of pleasing appearance, the sympathy and the interest are
naturally increased.

Such is the case with our beloved pupil, Laura Bridgman ; and so
general is the interest which she has excited, and so numerous are the
inquiries concerning her, that I have thought it would be showing
proper respect to the public of this section of the country, to publish a
short history of her case. It is true, an account of the manner of
teaching her, and of her progress from year to year, has been given in
the reports of 1838, '39, and '40. But these reports are seldom pre-
served ; and hundreds of people have seen her for the first time during
the last year. I therefore submit the following imperfect outline of her
history.

She was born in Hanover, New Hampshire, on the twenty-first of
December, 1829. She is described as having been a very sprightly
and pretty infant, with bright blue eyes. She was, however, so puny
and feeble, until she was a year and a half old, that her parents hardly
hoped to rear her. She was subject to severe fits, which seemed to
rack her frame almost beyond its power of endurance, and life was held
by the feeblest tenure ; but when a year and a half old, she seemed to
rally, the dangerous symptoms subsided, and at twenty months old, she
was perfectly well.

THE COMMON SCHOOL JOURNAL.

Then her mental powers, hitherto stinted in their growth, rapidly
developed themselves ; and during the four months of health which she
enjoyed, she appears (making due allowance for a fond mother's ac-
count) to have displayed a considerable degree of intelligence.

But suddenly she sickened again ; her disease raged with great' vio-
lence during five weeks, when her eyes and ears were inflamed, sup-
purated, and their contents were discharged. But though sight and
hearing were gone forever, the poor child's sufferings were not ended ;
the fever "raged during seven weeks ; " for five months she was kept in
bed, in a darkened room ; it was a year before she could walk un-
supported, and two years before she could sit up all day." It was
now observed that her sense of smell was almost entirely destroyed,
and consequently, that her taste was much blunted.

It was not until four years of age, that the poor child's bodily health
seemed restored, and she was able to enter upon her apprenticeship of
life and the world.

But what a situation was hers ! The darkness and the silence of the
tomb were around her ; no mother's smile called forth her answering
smile, — no father's voice taught her to imitate' his sounds, — to her,
brothers and sisters were but forms of -matter which resisted her touch,
but which differed not from the furniture of the house, save in warmth
and in the power of locomotion ; and not even in these respects from
the dog and the cat. /

But the immortal spirit which had been implanted within her could
not die, nor be maimed nor mutilated ; and though most of its avenues
of communication with the world were cut off, it began to manifest it-
self through the others. As soon as she could walk, she began to ex-
plore the room, and then the house ; she became familiar with the form,
density, weight, and heat, of every article she could lay her hands
upon. She followed her mother, and felt of her hands and arms, as
she was occupied about the house ; and her disposition to imitate led her
to repeat every thing. She even learned to sew a little, and to knit.

Her affections, too, began to expand, and seemed to be lavished upon
the members of her family wTith peculiar force.

But the means of communication with her were very limited : she
could only be told to go to a place by being pushed ; or to come to one
by a sign of drawing her. Patting her gently on the head signified ap-
probation ; on the back, disapprobation.

She showed every disposition to learn, and manifestly began to use a
natural language of her own ; she had a sign to express her idea of
each member of the family ; as drawing her ringers down each side of
her face, to allude to the whiskers of one ; twirling her hand around,
in imitation of the motion of a spinning-wheel, for another ; and so on.
But although she received all the aid that a kind mother could bestow,
she soon began to give proof of the importance of language to the de-
velopment of human character ; — caressing and chiding will do for in-
fants tmd dogs, but not for children ; and by the time Laura was seven
years old, the moral effects of her privation began to appear. There
was nothing to control her will but the absolute power of another, and
humanity revolts at this ; she had already begun to disregard all but the
sterner nature of her father ; and it was evident, that as the propensi-
ties should increase with her physical growth, so would the difficulty of
restraining th^-* increase.

THE COMMON SCHOOL JOURNAL. 37

At this time, I was so fortunate as to hear of the child, and immedi-
ately hastened to Hanover, to see her. I found her with a well-formed
figure ; a strongly-marked, nervous-sanguine temperament ; a large and
beautifully-shaped head, and the whole system in healthy action.

Here seemed a rare opportunity of benefiting an individual, and of
trying a plan, for the education of a deaf and blind person, which I had
formed on seeing Julia Brace, at Hartford.

The parents were easily induced to consent to her coming to Boston,
and on the 4th of October, 1837, they brought her to the Institution.

For a while, she was much bewildered ; and after waiting about two
weeks, until she became acquainted with her new locality, and some-
what familiar with the inmates, the attempt was made to give her a
knowledge of arbitrary signs,' by which she could interchange thoughts
with others.

There was one of two ways to be adopted ; either to go on to build
up a language of signs on the basis of the natural language which she
had already commenced herself, or to teach her the purely arbitrary
language in common use ; that is, to give her a sign for every individ-
ual thing, or to give her a knowledge of letters, by a combination of
which she might express her idea of the existence, and the mode and
condition of existence, of any thing. The former would have been
easy, but very ineffectual ; the latter seemed very difficult, but, if ac-
complished, very effectual ; I determined, therefore, to try the latter.

The first experiments were made by taking articles in common use,
such as knives, forks, spoons, keys, &c, and pasting upon them labels
with their names printed in raised letters. These she felt of very carefully,
and soon, of course, distinguished that the crooked lines, spoon, dif-
fered as much from the crooked lines, k e y, as the spoon differed from
the key in form.

Then small, detached labels, with the same words printed upon them,
were put into her hands ; and she soon observed that they were similar to
the ones pasted on the articles. She showed her perception of this simi-
larity by laying the label, key, upon the key, and the label, spoon,
upon the spoon. She was encouraged here by the natural sign of ap-
probation, patting on the head.

The same process was then repeated with all the articles which she
could handle ; and she very easily learned to place the proper labels
upon them. It was evident, however, that the only intellectual exer-
cise was that of imitation and memory. She recollected that the label,
book, was placed upon a book, and she repeated the process first from
imitation, next from memory, with only the motive of love of approba-
tion, but apparently without the intellectual perception of any relation
between the things.

After a while, instead of labels, the individual letters were given to
her on detached bits of paper ; they were arranged side by side, so as
to spell book, key, &c. ; then they were mixed up in a heap, and a
sign was made for her to arrange them herself, so as to express the
words book, key, &c. ; and she did so.

Hitherto, the process had been mechanical, and the success about
as great as teaching a very knowing dog a variety of tricks. The
poor child had sat in mute amazement, and patiently imitated every
thing her teacher did ; but now the truth began to flash upon her — her

38 THE COMMON SCHOOL JOURNAL.

intellect began to work, — she perceived that here was a way by which
she could herself make up a sign of any thing that was in her own
mind, and show it to another mind ; and at once her countenance
lighted up with a human expression : it was no -longer a dog, or par-
rot,— it was an immortal spirit, eagerly seizing upon a new link of
union with other spirits ! I could almost fix upon the moment when
this truth dawned upon her mind, and spread its light to her counte-
nance ; I saw that the great obstacle was overcome, and that hence-
forward nothing but patient and persevering, but plain and straight-
forward efforts were to be used.

The result, thus far, is quickly related and easily conceived ; but not
so was the process ; for many weeks of apparently unprofitable labor
were passed, before it was effected.

When it was said above, that a sign was made, it is intended to say,
that the action was performed by her teacher, she feeling of his hands,
and then imitating the motion.

The next step was to procure a set of metal types, with the different
letters of the alphabet cast upon their ends ; also a board, in which
were square holes, into which holes she could set the types, so that the
letters on their ends could alone be above the surface.

Then, on any article being handed to her, — for instance, a pencil, or
a watch, — she would select the component letters, and arrapge them on
her board, and read them with apparent pleasure.

She was exercised for several weeks in this way, until her vocabulary
became extensive ; and then the important step was taken of teaching
her how to represent the different letters by the position of her fingers,
instead of the cumbrous apparatus of the board and types. She ac- .
complished this speedily and easily, for her intellect had begun to work
in aid of her teacher, and her progress was rapid.

This was the period, — about three months after she had commenced,
— that the first report of her case was made, in which it is stated,
that " she had just learned the manual alphabet, as used by the deaf
mutes ; and it is a subject of delight and wonder to see how rapidly, cor-
rectly, and eagerly, she goes on with her labors. Her teacher gives
her a new object, — for instance, a pencil, — first lets her examine it, and
get an idea of its use, then teaches her how to spell it by making the signs
for the letters with her own fingers : the child grasps her hand, and feels
of her fingers, as the different letters are formed — she turns her head
a little one side, like a person listening closely — her lips are apart —
she seems scarcely to breathe — and her countenance, at first anxious,
gradually changes to a smile, as she comprehends the lesson. She the'n
holds up her tiny fingers, and spells the word in the manual alpha-
bet ; next, she takes her types and arranges her letters ; and last, to
make sure that she is right, she takes the whole of the types compos-
ing the word, and places them upon, or in contact with, the pencil, or
whatever the object may be."

The whole of the succeeding year was passed in gratifying her eager
inquiries for the names of every object which she could possibly handle ;
in exercising her in the use of the manual alphabet ; in extending in
every possible way her knowledge of the physical relations of things, and
in proper care of her health.

At the end of the year a report of her case was made, from which
the following- is an extract : —

THE COMMON SCHOOL JOURNAL. 39

" It has been ascertained beyond the possibility of doubt, that she
cannot see a ray of light, cannot hear the least sound, and never exer-
cises her sense of smell, if she has any. Thus her mind dwells in dark-
ness and stillness, as profound as that of a closed tomb, at midnight.
Of beautiful sights, and sweet sounds, and pleasant odors, she has no
conception ; nevertheless, she seems as happy and playful as a bird or
a lamb ; and the employment of her intellectual faculties, or the acquire-
ment of a new idea, gives her a vivid pleasure, which is plainly marked
in her expressive features. She never seems to repine, but has all the
buoyancy and gayety of childhood. She is fond of fun and frolic, and
when playing with the rest of the children, her shrill laugh sounds loud-
est of the group.

" When left alone, she seems very happy if she has her knitting or
sewing, and will busy herself for hours ; if she has no occupation, she
evidently amuses herself by imaginary dialogues, or by recalling past
impressions ; she counts with her fingers, or spells out names of things
which she has recently learned, in the manual alphabet of the deaf
mutes. In this lonely self-communion she seems to reason, reflect, and
argue : if she spells a word wrong with the fingers of her right hand,
she instantly strikes* it with her left, as her teacher does, in sign of dis-
approbation ; if right, then she pats herself upon the head, and looks
pleased. She sometimes purposely spells a word wrong with the left
hand, looks roguish for a moment and laughs, and then with the right
hand strikes the left, as if to correct it.

" During the year she has attained great dexterity in the use of the
manual alphabet of the deaf mutes ; and she spells out the words and
sentences which she knows, so fast and so deftly, that only those accus-
tomed to this language can follow with the eye the rapid motions of her
fingers.

" But wonderful as is the rapidity with which she writes her thoughts
upon the air, still more so is the ease and accuracy with which she reads
the words thus written by another, grasping their hands in hers, and
following every movement of their fingers, as letter after letter conveys
their meaning to her mind. It is in this way that she converses with
her blind playmates ; and nothing can more forcibly show the power
of mind in forcing matter to its purpose, than a meeting between them.
For, if great talent and skill are necessary for two pantomimes to paint
their thoughts and feelings by the movements of the body and the ex-
pression of the countenance, how much greater the difficulty when dark-
ness shrouds them both, and one of them can hear no sound !

V When Laura is walking through a passage-way, with her hands
spread before her, she knows instantly every one she meets, and passes
them with a sign of recognition ; but if it be a girl of her own age, and
especially if one of her favorites, there is instantly a bright smile of
recognition — and a twining of arms — a grasping of hands^-and a
swift telegraphing upon the tiny fingers, whose rapid evolutions convey
" the thoughts and feelings from the outposts of one mind to those of the
other. There are questions and answers^ — exchanges of joy or sorrow
— there are kissings and partings — -just as between little children with
all their senses."

During this year, and six months after she had left home, her mother
came to visit her, and the scene of their meeting was an interesting one

40 THE COMMON SCHOOL JOURNAL.

She then gave Laura a string of beads which she used to wear at
home, which were recognized by the child at once, who, with much
joy, put them around her neck, and sought me eagerly, to say she un-
derstood the string was from her home.

The mother now tried to caress her ; but poor Laura repelled her,
preferring to be with her acquaintances.

Another article from home was now given her, and she began to look
much interested ; she examined the stranger much closer, and gave me
to understand that she knew she came from Hanover ; she even endured
her caresses, but would leave her with indifference at the slightest sig-
nal. The distress of the mother was now painful to behold ; for, al-
though she had feared that she should not be recognized, the painful re-
ality of being treated with cold indifference by a darling child, was too
much for woman's nature to bear.

After a while, on the mother taking hold of her again, a vague idea
seemed to flit across Laura's mind, that this could not be a stranger ;
she therefore felt of her hands very eagerly, while her countenance as-
sumed an expression of intense interest — she became very pale, and
then suddenly red — hope seemed struggling with doubt and anxiety,
and never were contending emotions more strongly painted upon the
human face. At this moment of painful uncertainty, the mother drew
her close to her side, and kissed her fondly, when at once thex truth
flashed upon the child, and all mistrust and anxiety disappeared from
her flushed face, as, with an expression of exceeding joy, she eagerly
nestled in Xhe bosom of her parent, and yielded herself to her fond
embraces.

After this, the beads were all unheeded ; the playthings which were
offered to her were utterly disregarded ; her playmates, for whom but
a moment before she gladly left the stranger, now vainly strove to pull
her from her mother ; and though she yielded her usual instantaneous
obedience to my signal to follow me, it was evidently with painful re-
luctance. She clung close to me, as if bewildered and fearful ; and
when, after a moment, I took her to her mother, she sprang to her
arms, and clung to her with eager joy.

I had watched the whole scene with intense interest, being desirous
of learning from it all I could of the workings of her mind ; but I now
left them to indulge unobserved those delicious feelings, which those
who have known a mother's love may conceive, but which cannot be
expressed.

The subsequent parting between Laura and her mother, showed
alike the affection, the intelligence, and the resolution of the child ;
and was thus noticed at the time : —

THE COMMON SCHOOL JOURNAL. 41

whom she is very fond, she. grasped her with one hand, holding on
convulsively to her mother with the other, and thus she stood for a
moment, — then she dropped her mother's hand, — put her handkerchief
to her eyes, and turning round, clung sobbing to the matron, while her
mother departed, with emotions as deep as those of her child."

At the end of the year 1839, after she had been twenty-eight months
under instruction, the following report was made of her case.

[Here follow a few extracts from last year's report, which, having
oeen published in the 6th No. of the 2nd volume of this Journal, are
now omitted. — Ed.]

These extracts from former reports bring down the history of her
instruction to the commencement of the year 1840, when she had been
two years and two months under instruction.

She had attained, indeed, about the same command of language as
common children of three years old. Of course, her power of expres-
sion is by no means equal to her power of conception ; for she has no
words to express many of the perceptions and sensations which her
mind doubtless experiences.

I shall now notice such of the phenomena that I have remarked in
her case during the last year, as seem most striking and important.

I shall divide these into physical, intellectual, and moral.

Her health has been very good. She has not grown much in height,
but her frame has filled out.

A perceptible change has taken place in the size and shape of her
head ; and although, unfortunately, the measurement taken two years
ago has been lost, every one who has been well acquainted with her,
notices a marked increase in the size of the forehead. She is now
just eleven years old; her height is 4 feet, 4 inches and 7-10ths.
Her head measures 20 3-10 inches in circumference in a line drawn
around it, and passing over the prominences of the parietal bones and
those of the frontal bones ; above this line the head rises 1 inch and
1-1 0th, and is broad and full. The measurement is 4 inches and
2-lOths from one orifice of the ear to the other, and from the occipital
spine to the root of the nose it is 7 inches.

Nothing has occurred to indicate the slightest perception of light or
sound, or any hope of it ; and although some of those who are much
with her suppose that her smell is more active than it was, even this
seems very doubtful.

It is true that she sometimes applies things to her nose, but often it
is merely in imitation of the blind children about her ; and it. is unac-
companied by that peculiar lighting up of the countenance, which is
observable whenever she discovers any new quality in an object.

It was stated in the first report that she could perceive very pungent
odors, such as that of cologne ; but it seemed to be as much by the
irritation they produced upon the nervous membrane of the naves, as
by any impression upon the olfactory nerve.

It is clear that the sensation cannot be pleasurable, nor even a
source of information to her respecting physical qualities ; for such is
her eagerness to gain this information, that could smell serve her, she
would exercise it incessantly.

Those who have seen Julia Brace, or any other deaf-blind person,
could hardly fail to observe how quickly they apply every thing which

42 THE COMMON SCHOOL JOURNAL.

they feel to the nose, and how by this incessant exercise, the smell be-
comes almost incredibly acute. Now, with Laura this is not the case ;
she seldom puts a new thing to her nose ; and when she does, it is
mechanically, as it were, and without any interest.

Her sense of touch has evidently improved in acuteness ; for she
now distinguishes more accurately the different undulations of the air,
or the vibrations of the floor, than she did last year. She perceives
very readily when a door is opened or shut, though she may be sitting
at the opposite side of the room. She perceives also the tread of per-
sons upon the floor.

Her mental perceptions, resulting from sensation, are much more
rapid than they were; for she now perceives, by the slightest touch,
qualities and conditions of things, similar to those she had formerly to
feel long and carefully for. So with persons, she recognizes her ac-
quaintances in an instant, by touching their hands or their dress ; and
there are probably fifty individuals, who, if they should stand in a row,
and hold out each a hand to her, would be recognized by that alone.

The memory of these sensations is very vivid, and she will readily
recognize a person whom she has once thus touched. Many cases of
this kind have been noticed ; such as a person shaking hands with her,
and making a peculiar pressure with one finger, and repeating this on
his second visit, after a lapse of many months, being instantly known
by her. She has been known to recognize persons whom she had thus
simply shaken hands with but once, after a lapse of six months.

This is not more wonderful indeed, than that one should be able to
recall impressions made upon the mind through the organ of sight, as
when we recognize a person of whom we had but one glimpse, a year
before ; but it shows the exhaustless capacity of those organs of sense
which the Creator has bestowed, as it were in reserve against accidents,
and which we usually allow to lie unused and unvalued.

The progress which she has made in intellectual acquirements, can
be fully appreciated by those only who have seen her frequently. The
improvement, however, is made evident, by her greater command of
language, and by the conception which she now has of the force of
parts of speech which, last year, she did not use in her simple sen-
tences ; for instance, of pronouns, which she has begun to use within
six months. Last spring, returning fatigued from her journey home, she
complained of a pain in her side, and on being asked what caused it,
she used these words : " Laura did go to see mother- — ride did make
Laura side ache — horse was wrong — did not run softly." If she were
now to express the same thing, she would say, "J did go to see mother
— ride did make my side ache." This will be seen by an extract from
her teacher's diary of last month : " Dec. 18th. To-day Laura asked me,
1 What is " voice" ? ' I told her as well as I could, that it was an im-
pression made upon another, when people talk with their mouth.
She then said, < J do not voice? I said, ' Can you talk with your
mouth ? ' Ans. ' No.9 ' Why ? ' ' Because I am very deaf and dumb9
1 Can you see ? ' ' No, because I am blind. I did not talk with fin-
gers when I came with my mother. Doctor did teach me on fork. What
was on fork ? ' I told her paper was fixed on forks. She then said, 'I
did learn to read much with types. Doctor did teach me in nursery.
Drusilla was very sick all over.' "

THE COMMON SCHOOL JOURNAL. 43

The words here given (and indeed in all cases) are precisely as she
used them ; for great care is taken to note them at the time of utter-
ance. It will be observed that she uses the pronoun, personal and
possessive ; and so ready is she to conceive the propriety of it, and the
impropriety of her former method, that upon my recently saying, " Doc-
tor will teach Laura," she eagerly shook my arm to correct me, and
told me to say, " I will teach you." She is delighted when she can
catch any one in an error like this ; and she shows her sense of the, lu-
dicrous by laughter, and gratifies her innocent self-esteem by display-
ing her knowledge.

It will be observed that these words are all spelled correctly ; and
indeed her accuracy in this respect is remarkable. She requires to
have a word spelled to her only once, or twice at most, and she will
seldom fail to spell it right ever afterwards.

I will give some sentences, such as she was accustomed to use, about
the commencement of the past year, and contrast them with those of
later date. Riding in the stage coach with her teacher over a rough
road, she said, " Laura will say to man, horse will run softly — horse is
wrong" Sitting at breakfast she asked, " Who did make eggl" Ans.
" Hen." " With foot 1 " Ans. " No." " Laura do love egg — hen will
make more."

Here are some of her sentences of a more recent date, and subse-
quently to her learning the use of pronouns, the numbers of nouns, &c.
Being surprised lately, that I had not examined her for some time, she
stopped short in her lesson, and said to her teacher, " Doctor is not
glad that I can cipher good." Being asked why, she said, " Because he
dots not want me to show him sum." She was told I was busy, and had
gone to the city. She said, " Horse will be much tired to go to Boston^
all days."

She easily learned the difference between the singular and plural
form, but was inclined for some time to apply the rule of adding s, uni-
versally. For instance, at her first lesson she had the words arm-arms,
hand-hands, &c; then being asked to form the plural of box, she said
boxs, &c, and for a long time she would form the plural by the gen-
eral rule ; as lady, ladys, &c.

One of the girls had the mumps ; Laura learned the name of the
disease, and soon after she had it herself, but she had the swelling only
on one side ; and some one saying, " You have got the mumps," she
replied quickly, " No, no/ 1 have mump."

She was a long time in learning words expressive of comparison ;
indeed her teacher quite despaired of making her understand the dif-
ference between good, better, and best, after having spent many days
in the attempt. By perseverance, however, and by giving her an idea
of comparative sizes, she was at last enabled to use comparisons pretty
well. She seemed to attach to the word large, when connected with
an object, a substantive meaning, and to consider it a specific name of
the particular thing. The same difficulty perhaps occurs with common
children, only we do not notice it ; children merely observe at first ;
comparison comes later ; and perhaps few girls six years old can be
made to have a clear idea of the power and signification of the word
or ; which, insignificant as it seems, has been a stumbling-block to Lau-
ra up to this day.

44 THE COMMON SCHOOL JOURNAL.

With pronouns she had very little difficulty. It was thought best
at first to talk with her as one does with an infant ; and she learned to
reply in the same way. " Laura want water — give Laura water ; "
but she readily learned to substitute the pronoun, and now says, " Give
me water — / want water" &c. Indeed she will not allow persons to
address her in the third person, but instantly corrects them, being
proud to show her knowledge.

She learned the difference between 'the present and past tense, last
year, but made use of the auxiliaries ; during this year she has learned
the method of inflecting the verb. In this process, too, her perfect
simplicity rebukes the clilmsy irregularities of our language : she
learned jump, jumped — walk, walked, &c, until she had an idea of
the mode of forming the imperfect tense, but when she came to the
word .see, she insisted that it should be seed in the imperfect ; and after
this, upon going down to dinner, she asked if it was eat — eated, but
being told it was ate, she seemed to try to express the idea that this
transposition of letters was not only wrong, but ludicrous, for she
laughed heartily.

The eagerness with which she followed up these exercises was very
delightful ; and the pupil teasing the teacher for more words, is in
pleasing contrast with the old method, where all the work was on one
side, and where the coaxing, and scolding, and birchen appliances to
boot, often failed to force an idea into the mind in the proper shape.
But Laura is always ready for a lesson ; and generally has prepared,
beforehand, a number of questions to put to her teacher ; for instance,
when she was learning past tenses, she came one morning with fourteen
verbs, of which she knew the present form, to ask for the imperfect.

The most recent exercises have been upon those words which require
abstraction of ideas, and attention to one's own mental operations, such
as remember, forget, expect, hope, &c.

Greater difficulties have been experienced in these than in her
former lessons ; but they have been so far surmounted that she uses
many words of this kind, with a correct perception of their meaning.

The day after her first lesson on the words J remember, and I for'
get, this memorandum was made of her second lesson on the same
words. Question. " What do you remember you did do last Sunday ? "
Answer. " I remember not to go to meeting ; " meaning that she did
not go to meeting. Question. " What do you remember you did do on
Monday ? " Answer. " To walk in streets, on ( snow.' " This was cor-
rect. Question. " What do you remember you did do in vacation ? "
Answer. " What is ' vacation' ? " This was a new word to her, — she
having been accustomed to say, "'When is no school," or " When
girls go home." The word being explained, she said, " I remember to
go to Halifax ; " meaning that she did go to Halifax, which was true.
\l What do you remember you did in vacation before ? " Answer. " To
play with Olive, Maria, and Lydia" These were the girls who had
been Tier companions.

Wishing to make her use the word forget, I pushed the questions
back to periods which she could not recall. I said, " What did you do
when you was a little baby ? " She replied, laughing, "J did cry ; " and
made the sign of tears running down her cheeks.

" What did you say ? " [No answer.] " Did you talk with fingers ? "

THE COMMON SCHOOL JOURNAL. 45

" No" [Very decidedly.] " Did you talk with mouth ? " [A pause.]
" What did you say with mouth ? " " I forget" I then quickly let
her know that this was the proper word, and of the same force as, 1 do
not remember. Thinking this to be a good opportunity of testing her
recollection of her infancy, many questions were put to her, but all that
could be learned satisfactorily was, that she could recollect lying on her
back, and in her mother's arms, and having medicines poured down
her throat, — or, in her own words, " / remember mother to give me
medicines" — making the signs of lying down, and of pouring liquids
down the throat.

It was not until after she had learned a few words of this kind, that
it was possible to carry her mind backwards to her infancy ; and to the
best of my judgment, she has no recollection of any earlier period than
that of the long and painful illness in which she lost her senses. She
seems to have no recollection of any words of prattle, which she may
have learned in the short respite which she enjoyed from bodily suffering.

Her idea of oral conversation, it seems to me, is that people mak£
signs with the mouth and lips, as she does with her fingers.

Thus far, her progress in the acquisition of language has been sucA
as one would infer, a priori, from philosophical considerations ; ana
the successive steps have been nearly such as Monboddo supposed
were taken by savages in the formation of their language.

But it shows clearly how valuable language is, not only for the ex-
pression of thought, but for aiding mental development, and exercising
the higher intellectual faculties.

When Laura first began to use words, she evidently had no idea of
any other use, than to express the individual existence of things, as
book, spoon, &c. The sense of touch had of course given her an
idea of their existence, and of their individual characteristics ; but one
would suppose that specific differences would haVe been suggested to
her also ; that is, that in feeling of many books, spoons, &c, she
would have reflected that some were large, some small, some heavy,
some light, &c, and been ready to use words expressive of the specific
or generic character. But it would seem not to have been so, and her
first use of the words great, small, heavy, &c, was to express merely
individual peculiarities ; great book was to her the double name of a
particular book ; heavy stone was one particular stone ; she did not
consider these terms as expressive of substantive specific differences, or
any differences of quality ; the words great and heavy were not con-
sidered abstractly, as the name of a general quality ; but they were
blended in her mind with the name of the objects in which they ex-
isted. At least, such seemed to me to be the case, and it was not until
some time after, that the habit of abstraction enabled her to apply
words of generic signification in their proper way.

This view is confirmed by the fact, that when she learned that per-
sons had both individual and family names, she supposed that the same
rule must apply to inanimate things, and asked earnestly what was the
other name for chair, table, &c.

Several of the instances which have been quoted, will show her dis-
position to form her words by rule, and to admit of no exceptions.
Having learned to form the plurals by adding s, the imperfect by add-
ing ed, &c, she would apply this to every new noun or verb ; conse-

46 THE COMMON SCHOOL JOURNAL.

quently, the difficulty hitherto has been greater, and her progress
slower, than it will be ; for she has mastered the most common words,
and these seem to be the ones that have been most broken up by the
rough, colloquial usage of unlettered people.

The notice of her intellectual progress has thus far related to her
acquisition of language, and this, to her, was the principal occupation ;
other children learn language by mere imitation, and without effort ;
she has to ask, by a slow method, the name of every new thing; other
children use words which they do not understand ; but she wishes to
know the force of every expression. Her knowledge of language, how-
ever, is no criterion of her knowledge of things ; nor has she been
taught mere words. She is like a child placed in a foreign country,
where one or two persons only know her language, and she is con-
stantly asking of them the names of the objects around her.

The moral qualities of her nature have also developed themselves
more clearly. She is remarkably correct in her deportment ; and few
children of her age evince so much sense of propriety in regard to ap-
pearance. Never, by any possibility, is she seen out of her room with
her dress disordered ; and if by chance any spot of dirt on her person
is pointed out to her, or any little rent in her dress, she discovers a
sense of shame, and hastens to remove it.

She is never discovered in an attitude or an action at which the
most fastidious would revolt, but is remarkable for neatness, order, and
propriety.

There is one fact which is hard to explain in any way ; it is the dif-
ference of her deportment to persons of different sex. This was ob-
servable when she was only seven years old. She is very affectionate,
and when with her friends of her own sex, she is constantly cling-
ing to them, and often kissing and caressing them ; and when she
meets with strange ladies, she very soon becomes familiar, examines
very freely their dress, and readily allows them to caress her. But
with those of the other sex it is entirely different, and she repels every
approach to familiarity. She is attached, indeed, to some, and is fond
of being with them ; but she will hot sit upon their knee, for instance,
nor allow them to take her round the waist, nor submit to those innocent
familiarities which it is common to take with children of her age.

This circumstance will be variously explained by those who 'have
formed theories on the subject ; and the inference from it, of a natural
feeling of delicacy, will be opposed by some with the fact of the want
of delicacy in savages. It will be denied, too, by those who have arriv-
ed at that extreme of refinement, which seems to approach the primitive
state ; who choose that dress shall not be covering, even in promiscu-
ous assemblies ; and who there shrink not from the dizzying dance, in
which

" Round all the confines of the yielded waist,
The strangest hand may wander, undisplaced."

But against the evidence unfavorable to the existence of this natural
delicacy, which is to be drawn from customs, whether of savage life, or
of the haut-ton, may be placed that of this unsophisticated child of na-
ture, valeat quantum.

The fact is merely noticed for the consideration of others ; its oppo-
site should have been as unhesitatingly announced, had it existed.

THE COMMON SCHOOL JOURNAL. 47

She seems to have, also, a remarkable degree of conscientiousness,
for one of her age ; she respects the rights of others,- and will insist
upon her own.

She is fond of acquiring property, and seems to have an idea of own-
ership of things which she has long since laid aside, and no longer uses.
She has never been known to take any thing belonging to another ; and
never but in one or two instances to tell a falsehood, and then only
under strong temptation. Great care, indeed, has been taken, not to
terrify her by punishment, or to make it so severe, as to tempt her to
avoid it by duplicity, as children so often do.

When she has done wrong, her teacher lets her know that she is
grieved, and the tender nature of the child is shown by the ready tears
of contrition, and the earnest assurances of amendment, with which she
strives to comfort those whom she has pained.

When she has done any thing wrong, and grieved her teacher, she
does not strive to conceal it from her little companions, but communi-
cates it to them, tells them " it is wrong" and says, " Doctor cannot
love wrong girl."

When she has any thing nice given to her, she is particularly desir-
ous that those who happen to be ill, or afflicted in any way, should share
it with her, although they may not be those whom she particularly
loves in other circumstances ; nay, even if it be one whom she dislikes !
She loves to be employed in attending the sick, and is most assiduous
in her simple attentions, and tender and endearing in her demeanor.

It has been remarked in former reports, that she can distinguish dif-
ferent degrees of intellect in others, and that she soon regarded almost
with contempt, a new comer, when, after a few days, she discovered
her weakness of mind. This unamiable par,t of her character has been
more strongly developed during the past year.

She chooses for her friends and companions, those children who are
intelligent, and can talk best with her ; and she evidently dislikes to be
with those who are deficient in intellect, unless, indeed, she can make
them serve her purposes, which she is evidently inclined to do. She
takes advantage of them, and makes them wait upon her, in a manner
that she knows she could not exact of others ; and in various ways she
shows her Saxon blood.

She is fond of having other children noticed and caressed by the
teachers, and those whom she respects ; but this must not be carried
too far, or she becomes jealous. She wants to have her share, which,
if not the lion's, is the greater part ; and if she does not get it, she says,
" My mother will love me."

Her tendency to imitation is so strong, that it leads her to actions
which must be entirely incomprehensible to her, and which can give
her no other pleasure than the gratification of an internal faculty. She
has been known to sit for a half an hour, holding a book before her
sightless eyes, and moving her lips, as she has perceived seeing people
do when reading.

She one day pretended that her doll was sick, and went through all
the motions of tending it, and giving it medicine ; she then put it care-
fully to bed, and placed a bottle of hot water to its feet, laughing all
the time most heartily.' When I came home, she insisted upon my

48 THE COMMON SCHOOL JOURNAL.

going to see it, and feel its pulse ; and when I told her to put a blister
to its back, she seemed to enjoy it amazingly, and almost screamed
with delight. >

Her social feelings and her affections are very strong ; and when she
is sitting at work, or at her studies, by the side of one of her little
friends, she will break off from her task, every few moments, to hug and
kiss them, with an earnestness and warmth that is touching to behold.

When left alone, she occupies and apparently amuses herself, and
seems quite contented ; and so strong seems to be the natural tendency
of thought to put on the garb of language, that she often soliloquizes in
the finger language, slow and tedious as it is. But it is only when
alone, that she is quiet ; for if she becomes sensible of the presence of
any one near her, she is restless until she can sit close beside them,
hold their hand, and converse with them by signs.

She does not cry from vexation and disappointment, like other chil-
dren, but only from grief. If she receives a blow by accident, or hurts
herself, she laughs and jumps about, as if trying to drown the pain by
muscular action. If the pain is severe, she does not go to her teachers
or companions for sympathy, but on the contrary tries to get away by
herself, and then seems to give vent to a feeling of spite, by throwing
herself about violently, and roughly handling whatever she gets hold of.

Twice only have tears been drawn from her by the severity of pain,
and then she ran away, as if ashamed of crying for an accidental injury.
But the fountain of her tears is by no means dried up, as is seen when
her companions are in pain, or her teacher is grieved.

In her intellectual character, it is pleasing to observe an insatiable
thirst for knowledge, and a quick perception of the relations of things.
In her moral character^, it is beautiful to behold her continual gladness
— her keen enjoyment of existence — her expansive love — her unhesi-
tating confidence — her sympathy with suffering — her conscientiousness,
truthfulness, and hopefulness.

No religious feeling, properly so called, has developed itself; nor is
it yet time, perhaps, to look for it ; but she has shown a disposition to
respect those who have power and knowledge ; and to love those who
have goodness ; and when her perceptive faculties shall have taken
cognizance of the operations of nature, and she shall be accustomed to
trace effects to their causes, then may her veneration be turned to Him
who is almighty, her respect to Him who is omniscient, and her love
to Him who is all goodness and love !

Until then, I shall not deem it wise, by premature effort, to incur
the risk of giving her ideas of God-which would be alike unworthy of
His character, and fatal to her peace.

I should fear that she might personify Him in a way too common
with children, who clothe Him with unworthy, and sometimes grotesque
attributes, which their subsequently developed reason condemns, but
strives in vain to correct.

(To be concluded in the next Number.)

[The' Common School Journal ; published semi-monthly, by Marsh, Capen, Lyon,
and Webb, No. 109 Washington Street, Boston. Horace Mann, Editor. Price, One
Dollar a year.]

THE

COMMON SCHOOL JOUKNAL.

VOL. III. BOSTON, FEBRUARY 15, 1841. No. 4.

LAURA BRIDGMAN.

[Concluded from the last Number.]

I have thus far confined myself to relating the various phenomena *
which this remarkable case presents. I have related the facts, and
each one will make his own deductions. But as I am almost invaria-
bly questioned by intelligent visiters of the Institution, about my
opinion of her moral nature, and by what theory I can account for
such and such phenomena, and as many pious people have questioned
me respecting her religious nature, I will here state my views.

There seem to have been in this child, no innate ideas, or innate
moral principles ; that is,'-in the sense in which Locke, Condillac, and
others, consider those terms. But there are innate intellectual dispo-
sitions ; and moreover, innate moral dispositions ; not derived, as many
metaphysicians suppose, from the exercise of intellectual faculties, but
as independent in their existence, as the intellectual dispositions them-
selves.

I shall be easily understood when I speak of innate dispositions, in
contradistinction from innate ideas, by those who are at all conversant
with metaphysics ; but as this case excites peculiar interest, even among
children, I may be excused for explaining.

We have no innate ideas of color, of distance, &c. : were we blind,
we never could conceive the idea of color, nor understand how light
and shade could give knowledge of distance. But we might have the
innate disposition, or internal adaptation, which enables us to perceive
color, and to judge of distance ; and were the organ of sight suddenly
to be restored to healthy action, we should gradually understand the
natural language, so to call it, of light ; and soon be able to judge of
distance, by reason of our innate disposition, or capacity.

So much for an intellectual perception. As an example of a moral
perception, it may be supposed, for instance, that we have no innate idea
of God, but that we have an innate disposition, or adaptation, not only
to recognize, but to adore Him ; and when the idea of a God is pre-
sented, we embrace it, because we have that internal adaptation which
enables us to do so.

If the idea of a God were innate, it would be universal and iden-
tical, and not the consequential effect of the exercise of causality ; it

* I have purposely refrained from saying any thing, at this time, with regard to her
ideas of death ; also of some other subjects, which I reserve until more accurate observa-
tions can be made.

50 THE COMMON SCHOOL JOURNAL.

would be impossible to present Him under different aspects. He
would not be regarded as Jupiter, — Jehovah, — Brahma ; we could not
make different people clothe Him with different attributes, any more
than we can make them consider two and two to make three, or five,
or any thing but four.

But on the other hand, if we had no innate disposition to receive
the idea of a God, then could we never have conceived one, any more
than we can conceive of time without a beginning ; then would the
most incontrovertible evidence to man of God's existence have been
wanting — viz : the internal evidence of his own nature.

Now, it does appear to me very evident from the phenomena mani-
fested in Laura's case, that she has innate moral dispositions and ten-
dencies, which, though developed subsequently, (in the order of time,)
to her intellectual faculties, are not dependent upon them, nor are they
manifested with a force proportionate to that of her intellect.

According to Locke's theory, the moral qualities and faculties of
this child should be limited in proportion to the limitation of her
senses ; for he derives moral principles from intellectual dispositions,
which alone he considers to be innate. He thinks moral principles
must be proved, and can only be so by an exercised intellect.

Now, the sensations of Laura are very limited ; acute as is her touch,
and constant as is her exercise of it, how vastly does she fall behind
others of her age in the amount of sensations which she experiences!
how limited is the range of her thought ! how infantile is she in the
exercise of her intellect ! But her moral qualities — her moral sense —
are remarkably acute ; few children are so affectionate, or so scrupu-
lously conscientious, — few are so sensible of their own rights, or re-
gardful of the rights of others.

Can any one suppose, then, that without innate moral dispositions,
such effects could have been produced solely by moral lessons ? for
even if these could have been given to her, would they not have been
seed sown upon barren ground ?~ Her moral sense, and her conscien-
tiousness, seem not at all dependent upon any intellectual perception ;
they are not perceived, indeed, norunderstood,-^they are felt ; and she
may feel them even more strongly than most adults.

These observations will furnish an answer to another question, which
is frequently put concerning Laura ; can she be taught the existence
of God, her dependence upon, and her obligations to Him ?

The answer may be inferred from what has gone before, — that, if
there exists in her mind, (and who can doubt that it does,) the innate
capacity for the perception of this great truth, it can probably be de-
veloped, and become an object of intellectual perception, and firm
belief.

I trust, too, that she can be made to conceive of future existence,
and to lean upon the hope of it, as an anchor to her soul in those
hours, when sickness and approaching death shall arouse to fearful
activity the instinctive love of life, which is possessed by her in com-
mon with all.

But to effect this, — to furnish her with a guide through life, and a
support in death, — much is to be done, and much is to be avoided !

None bu,t those who have seen her engaged in the task, and have
witnessed the difficulty of teaching her the meaning of such words as

THE COMMON SCHOOL JOURNAL. 51

remember, hope, forget, expect, will conceive the difficulties in her way ;
but they, too, have seen her unconquerable resolution, and her un-
quenchable thirst for knowledge ; and they will not condemn as vis-
ionary such pleasing anticipations. I

I hope that funds will be provided to enable me to procure some
intellectual person, who will devote her whole time to Laura, and that
I shall not be obliged to depend so much upon those who have other
duties. Hitherto, the plan of her education has been most faithfully
seconded by the Teachers of the Institution, to whom great credit is
due ; especially to Miss Drew, whose unwearied patience, and ever-
watchful kindness, are the more meritorious, that their value can never
be conceived by their unfortunate object. \

By her teachers then, and by all concerned, the attempt to develop!
the whole -nature of this interesting being will be continued with all
the zeal which affection can inspire ; it will be continued, too, with a
full reliance upon the innate powers of the human soul ; and with an
humble confidence that it will have the blessing of Him who hears
even the young ravens when they cry.

SPELLING.

Mr. Editor: — There is probably no other study in school so little
interesting to the scholar, and in general so ill attended to by the
teacher, as spelling. In many of our Common Schools, a class is called
out, four or six times a week, and a word or two given out to each
scholar, in turn, just at the close of the day's labor, — and given out,
generally, in the order in which they stand in the column. By this
method, a pupil spells, perhaps, ten or twenty words in a week, or one
or two hundred words in a quarter ; some of which words he never
heard of before, and some, too, he will never hear of again, unless he
happens, in after-life, to follow literary pursuits. He has no knowl-
edge of their meaning; for, as they stand in our ordinary spelling
books, he can find no clew, by the context, to their definition ; — and
thus, this word-drilling is carried on, for a few months in a few years
of his lifetime, and the pupil is then sent into the world with but little
more serviceable knowledge of spelling, than if he had spelled so many
words from an Indian Bible.

Now, sir, I- would like to describe to your readers the plan that I
pursue daily in my own school, and from which I have perceived many
beneficial results ; — not that I think it will be new to all, but there are
some peculiarities which I have never noticed in any other school,
although I have visited scores of the best in pur State. Perhaps this
ought to lead me to think that there is something wrong in my plan,
as otherwise it would have been practised by the more experienced
teachers. Yet I have never been able to better it.

My scholars spell in the morning, at the commencement of school,
instead of at the close, which is usually the time appropriated. My
reasons are these : — First. By studying the lesson the day before, and be-
ing obliged to remember the orthography of the words, till the time
for recitation, it becomes more firmly fixed in the pupils' minds.

Second. The lesson is given from some one of their reading books,

52 THE COMMON SCHOOL JOURNAL.

that they may have an idea of the meaning of the words to be spelled,
without the trouble of searching the dictionary for it ; and each pupil
is required to know the meaning of every word that occurs; and, if he
has no dictionary, he must inquire of his teacher. The scholars come
out from their seats, and take their places alphabetically, bringing their
slates with them. Each one proceeds now to write every word given
out, in a fair hand upon his slate, to the number of thirty or more.
When this is finished, a scholar at one extreme of the class, exchanges
slates with him or her, at the other, and the remainder pass their slates
along, each to his next neighbor, so that each pupil may mark the
error of the scholar standing next to him. The first scholar then, pro-
ceeds to spell the first word given out in the lesson, from the slate be-
fore him; if right, the class assent by holding up their hands; if not,
the next takes it, and when pronounced right by the teacher, all who
disagree mark the word, and we then proceed to the next, and so
on, till every word has been spelled audibly. Then the slates are re-
turned, and those who have all the words right, are dismissed to their
seats. Those who remain are allowed a few minutes to re-write and
correct their errors, and are then required to lay the slates away in
their desks, and not look at them again till the school is about to be
dismissed. They are then called on for the misspelled words, which must
be given without looking at their slates ; or as many over three, as they
can remember,; — for I always demand as many as three, without reference
to the slate. By this means, if a scholar has spelled a word wrong in
the morning, he is obliged to remember it all the forenoon, and to be
able to give it when called for ; and thus, those words become so
deeply impressed on his memory, that he is not liable .to forget them.
This method I have practised for five reasons, viz : —

First. By writing on the slate, each scholar spells every word.

Second. Because many spell well from the book, but miserably
when obliged to write, if they have practised spelling without writing
the words.

Third. Because each scholar, in detecting the error of his neighbor,
learns something himself about the word.

Fourth. Because the pupil has to remember his errors three or four
hours, and thereby is less likely to fail on those words the next time.

Fifth. Because the scholars are generally interested in the exercise.

In this way I have been enabled to make some very good spellers.

There are some other little matters, such as telling whether the
word is a primitive or derivative word, the accent and sound of
vowels, &c, which I am in the habit of requiring, an attention to
which will do no harm to the pupil. E. M. G.

Spencertown, Columbia Co., N. Y., 1840.
Mr. Editor: — Every one who has read, attentively, the articles
'winch have appeared, from time to time, in the Common School Jour-
nal, for the last year, will not hesitate to acknowledge, that most of
the faults which exist in our Common Schools have been pointed out.
and many very important and useful hints upon the best method of
teaching/ been suggested. It would seem that the whole ground had

LADIES' PEARL

AND

A MONTHLY MAGAZINE,

DEVOTED TO

Vol. I.

. APRIL, 1841.

No. 11.

EDITED BY D. WISE*

BOSTON AND LOWELL.

• . Moral, Entertaining and Instructive Literature, &e. ;

PUBLISHED BY E. A. RICE &, CO.,

Lowell Periodical Office, No. 95, Merrimack Street. m\

— P

SAXTON & PIERCE,
Boston Agents — 1331-2, Washington Street.

J. BUFFUM,

Nashua, N. H.

Ill .

THE LADIES' PEARL

VOL. I.

APRIL, 1841.

LAURA BRIDGEMAN.

The condition of this little girl, now
about twelve years old, excites the deep-
est sympathy, and the progress of her ed-
ucation at the Perkins' Institution for the
Blind, awakens the deepest interest. She
is deaf, dumb, and blind, and is almost
destitute of the power of smell, and has
a very imperfect sense of taste. In the
last Annual Report of Dr. Howe, we find
the following interesting account ot her
mother's visit to her at the Asylum.

During this year, and six months after
she had left home, her mother came to
visit her, and the scene of their meeting
was an interesting one.

The mother s'ood some time, gazing
with overflowing eyes upon her unfortu-
nate child, who, all unconscious of her
presence, was playing about the room. —
Presently Laura ran against her, and at
once began feeling of her hands, examin-
ing her dress, and trying to find out if
she knew her; but not succeeding here,

. 11.

she turned away as from a stranger, and
the poor woman could not conceal the
pang she felt that her beloved child did
not know her.

She then gave Laura a string of beads
which she used to wear at home, which
were recognized by the child at once,
who, with much joy, put them around her
neck, and sought me eagerly, to say she
understood the string was from her home.

The mother now tried to caress her ;
but poor Laura repelled her, preferring
to be with her acquaintances.

was now painful to behold ; for, although
she had feared that she should not be
recognized, the painful reality of being
treated with cold indifference by a dar-
ling child, was too much for woman's na-
ture to bear.

After a while, on the mother taking
hold of her again, a vague idea seemed
to flit across Laura's mind, that this could
not be a stranger ; she therefore felt of
her hands very eagerly, while her coun-
tenance assumed an expression of intense
interest — she became very pale, and thea.
suddenly red — hope seemed struggling
with doubt and anxiety, and never were
contending emotions more strongly paint-
ed upon the human face. At this mo-
ment of painful uncertainty, the mother
drew her close to her side, and kissed her
fondly, when at once the truth flashed
upon the child, and all mistrust and anx-
iety disappeared from her flushed face,
as, with an expression oj exceeding joy,
she eagerly nestled in the bosom of her
parent, and yielded herself to her fond
embraces.

After this, the beads were all unheed-
ed ; the playthings which were offered to
her were utterly disregarded ; her play-
mates, for whom but a moment before she
gladly left the stranger, now vainly strove
to pull her from her mother ; and though
she yielded her usual instantaneous obe-
dience to my signal to follow me, it was
evidently with great reluctance. She
clung close to me, as if bewildered and
fearful ; and when, after a moment, I took
her to her mother, she sprang to her arm3,
and clung to her with eager joy.

I had watched the whole scene with
intense interest, being desirous of learn-
ing from it all 1 could of the workings of
her mind ; but I now left them to indulge
unobserved those delicious feelings,which
those who have known a mother's love
may conceive, but which cannot be ex-
pressed.

The subsequent parting between Lau-
ra and her mother, showed alike the af-
fection, the intelligence, and the resolu-
tion of the child ; and was thus noticed
at the time : — .

'Laura accompanied her mother to the
door, clinging close to her all the way,
until they arrived at the threshold, where
she paused and felt around, to ascertain
who was near her. Perceiving the mat-
ron, of whom she is very fond, she grasp-
ed her with one hand, holding on convul-
sively to her mother with the other, and

thus she stood for a moment,-— then she
dropped her mother'3 hand, — put her
handkerchief to her eyes, and turning
round, clung sobbing to the matron, while
her mother departed, wilh emotions as
deep as those of her child.'

THE EMANCIPATOR.

NEW YORK, THURSDAY, APRIL 1, 1841

The Blind Girl and her Mother.

The following thrilling incident — the meeting of
a mother and her child — -is from the recent report
by Dr. Howe, Principal of the Perkins' Institution
for the Blind at Boston, concernirfg Laura Bridge-
man, the deaf, dumb and blind girl, whose only
means of communication with objects around her
is by the touch, which is remarkably acute :

M During the last year, and six months after she
had left her home, her brother came to visit her,
and the scene of their meeting was an interesting (
one.

The mother stood some time, gazing with over-
flowing eyes upon her unfortunate child, who, all
unconscious of her presence, was playing about the
room. Presently Laura ran against her, and at
once began feeling of her hands, examining her
dress, and trying to find out if she knew her ; but
not succeeding here, she turned away as from a
stranger, and the poor woman could not conceal
the pang she felt that her beloved child did not
know her.

She then gave Laura a string of beads which she
used to wear at home, which were recognized by
the child at once, who, with much joy, put them
around her neck, and sought me eagerly, to say
she understood the string was from her home.

The mother now tried to caress her ; but poor
Laura repelled hei, preferring to be with her ac-
quaintances.

Another article fron home was now given her,
and she be«j;af» *o l«»ok much interested : she exam-
ined the stranger much closer, and gave me to un-
dt.rstand that she knew she came from Hanover;
she even endured her caresses, but would leave her
with indifference at the slightest signal. The dis-
tress of the mother was now painfui to behold ; for
although she had feared that she should not be re-
cognized, the painful reality of being treated with
cold indifference by a darling child, was too much
for woman's nature to bear.

After a while, on the mother taking, hold of her
again, a vague idea seemed to flit across Laura's
mind, that this could not be a stranger ; she there-
fore felt of her hands very eagerly, while her coun.
tenance assumed an expression of intense interest
— she became very pale, and then suddenly red —
hope seemed struggling with doubt and anxiety,
and never were contending emotions more strong-
ly painted upon the human face. At this moment
of painful uncertainty, the mother drew her close to
her side, and kissed her fondly, whea at once the
truth flashed upon the child, and all mistrust and

anxiety disappeared from her flushed face, as with
an expression of exceeding joy, she eagerly nestled
in the bosom of her parent, and yielded herself to
her fond embraces.

After this, the beads were all unheeded ; the
playthings which were offered to her were utterly
disregarded ; her playmates, for whom, but a mo-
ment before she gladly left the stranger, now vain-
ly strove to pull her from her mother ; and though
she yielded her usual instantaneous obedience to
my signal to follow me* it was evidently with pain-
ful reluctance. She (Jting close to me, as if bewil-
dered and fearful ; and when, after a moment, I
took her to her mother, she sprangto her arms and
clung to her with eager joy.

The subsequent parting between Laura and her
mother, showed alike the affection, the intelligence,
and the resolution of the child, and was thus noti-
ced at the time.

" Laura accompanied her mother to the door,
clinging close to her all the way, until they arrived
at the threshold, where she paused and felt around,
to ascertain who was near her. Perceiving the
matron, of whom she is very fond, she grasped her
with one hand, holding on convulsively to her
mother with the other, and thus she stood for a
moment, — then she dropped her mother's hand, —
put her handkerchief to her eyes,and turning round,
clung sobbing to the matron, while her mother de-
parted with emotions as deep as those of her child."

BRITISH, COLONIAL, AND
FOREIGN WEEKJlT^TGtAZETTE.

CCBLUM, NON ANIMUM, MUTANT. QUI TRANS MARE CURRUNT.

«T®m£L* sa

;» asaa

LAURA BRIDGMAN— THE CHILD OF ONE SENSE.

[We copy the following extraordinary case from the last number of the North
American Review.]

Laura Bridgman, born in Hanover, New Hampshire, in December, 1829, was
a sprightly infant, but of feeble constitution, and subject to severe fits, till she
was a year and a half old For six months from that time, her health materially
improved, and in this interval, according to the account now given Ay her fa-
mily, her infantile capacities were rapidly developed. At two years of age,

" Suddenly she sickened again ; her disease raged with great violence during
five weeks, when her eyes and ears were inflamed, suppurated, and their con-
tents were discharged. But though sight and- hearing were gone for ever, the
poor child's sufferings were not ended ; fever raged during seven weeks ; ' for
five months she was kept in a bed in a darkened room ; it was a year before
she could walk unsupported, and two years before she could sit up all day.' It
was now observed that her sense of smell was almost entirely destroyed ; and
consequently, that her taste was much blunted.

"It was not until four years of age, that the poor child's bodily health seem-
ed restored, and she was able to enter upon her apprenticeship of life and the
world."

The account of her progress till her eighth year, as being obtained at second
hand, is brief and general.

"As soon as she could walk, she began to explore the room, and then the
house ; she became familiar with the form, density, weight, and heat, of every
article she could lay her hands upon. She followed her mother, and felt of her
hands and arms, as she was occupied about the house ; and her disposition to
imitate led her to repeat every thing herself. She even learned to sew a little,
and to knit.

"Her affections, too, began to expand, and seemed to be lavished upon the
members of the family with peculiar force.

" But the means of communication with her were very limited ; she could on-
ly be told to go to a place by being pushed ; or to come to one by a sign of
drawing her. Patting her gently on the head signified approbation ; on the back,
disapprobation.

" She showed every disposition to learn, and manifestly began to use a natu-
ral language of her own ; she had a sign to express her idea of each member of
the family ; as drawing her fingers down each side of her face, to allude to the

whiskers of one ; twirling her hand around, in imitation of the motion of the
spinning wheel, for another ; and so on. But although she received all the
aid that a kind mother could bestow, she soon began to give pioof of the im-
portance of language to the developement of human character : caressing and
chiding will do for infants and dogs, but not for children ; and by the time Lau-
ra was seven years old, the moral effects of her privation began to appear.
There was nothing to control her will but the absolute power of another, and
humanity revolts at this ; she had already begun to disregard all but the sterner
nature of her father ; and it was evident, that as the propensities should in-
crease with her physical growth, so would the difficulty of restraining them in-
crease."

In October, 1837, she was brought to the Institution for the Blind in
Boston. I

" For a while, she was much bewildered ; and after waiting about two weeks,
until she became acquainted with her new locality, and somewhat familiar with
the inmates, the attempt was made to give her knowledge of arbitrary signs, by
which she could interchange thoughts with others.

* * * *

'• The first experiments were made by taking articles in common use, such as
knives, forks, spoons, keys, &c, and pasting upon them labels with their names
printed in raised letters. These she felt of very carefully, and soon, of course,
distinguished that the crooked lines sp o o n , differed as much from the crooked
lines k e y , as the spoon differed from the key in form.

" Then small detached labels, with the same words printed upon them, were
put into her hands ; and she soon observed that they were similar to the ones
pasted on the articles. She showed her perception of this similarity by laying

the label key upon the key, and the label s p o o n upon the spoon. She was
encouraged here by the natural sign of approbation, patting on the head.

" After a while, instead of labels, the individual letters were given to her
on detached bits of paper ; they were arranged side by side, so as to spell
book, key, &c. ; then they were mixed up in a heap, and a sfgn was made
for her to arrange them herself, so as to express the words book, key, &c, and
she did so.

' ' Hitherto, the process had been mechanical, and the success about as great
as teaching a very knowing dog, a variety of tricks. The poor child had sat in
mute amazement, and patiently imitated every thing her teacher did ; but now
the truth began to flash upon her, — her intellect began to work,— she perceived
that here was a way by which she could herself make up a sign of any thing
that was in her own mind, and show it to another mind, and at once her counte-
nance lighted up with a human expression ; it was no longer a dog, or parrot, —
it was an immortal spirit, eagerly seizing upon a new link of union with other
spirits ! I could almost fix upon the moment when this truth dawned upon her
mind, and spread its light to her countenance ; I saw that the great obstacle was
overcome, and that henceforward nothing but patient and persevering, but plain
and straightforward efforts were to be used.

" The result thus far is quickly related, and easily conceived ; but not so was
the process ; for many weeks of apparently unprofitable labour were passed, be-
fore it was effected.

" When it was said above, that a sign was made, it was intended to say, that
the action was performed by her teacher, she feeling of his hands, and then
imitating the motion.

" The next step was to procure a set of metal types, with the different letters
of the alphabet cast upon their ends ; also a board, in which were square holes,
into which holes she could set the types, so that the letters on their ends could
alone be felt above the surface.

" Tnen, on any article being handed to her, for instance, a pencil, or a watch,
she would select the component letters, and arrange them on her board, and
read them with apparent pleasure.

" She was exercised for several weeks in this way, until her vocabulary became
extensive ; and then the important step was taken of teaching her how to repre-
sent the different letters by the position of her fingers, instead of the cum-
brous apparatus of the board and types. She accomplished this speedily, and
easily, for her intellect had begun to work in aid of her teacher, and her progress
was rapid."

She had been six months at the institution, when her mother came to visit
her.

• " The mother stood sometime, gazing with overflowing eyes upon her unfor-
tunate child, who, all unconscious of her presence, was playing about the room.
Presently Laura ran against her, and at once began feeling of her hands, exam-
ining her dress, and trying to find out if she knew her ; but not succeeding
in this, she turned away as from a stranger, and the poor woman could not
conceal the pang she felt, at finding that her beloved child did not know her.

" She then gave Laura a string of beads, which she used to wear at home,
which were recognized by the child at once, who, with much joy, put them around
her neck, and sought me eagerly, to say she understood the string was from her
home.

" The mother now tried to caress her, but poor Laura repelled her, preferring
to be with her acquaintances.

" Another article from home was now given her, and she began to look much
interested ; she examined the stranger much closer, and gave me to understand
she knew she came from Hanover ; she even endured her caresses, but would
leave her with indifference at the slightest signal. The distress of the mother
was now painful to behold ; for, although she had feared that she should not be
recognised, the painful reality of being treated with cold indifference by a darling
child, was too much for a woman's nature to bear.

" After a while, on the mother taking hold of her again, a vague idea seemed
to flit across Laura's mind, that this could not be a stranger ; she therefore felt
of her hands very eagerly, while her countenance assumed an expression of in-
tense interest, — she became very pale, and then suddenly red, — hope seemed
struggling with doubt and anxiety, and never were contending emotions more
strongly painted upon the human face ; at this moment of painful uncertainty,
the mother drew her close to her side, and kissed her fondly, when at once the
truth flashed upon the child, and all mistrust and anxiety disappeared from her
face, as with an expression of exceeding joy she eagerly nestled to the bosom
of her parent, and yielded herself to her fond embraces.

" After this, the beads were all unheeded ; the playthings which were offered
to her were utterly disregarded ; her playmates, for whom but a moment before
she gladly left the stranger, now vainly strove to pull her from her mother ; and
though she yielded her usual instantaneous obedience to my signal to follow me,
it was evidently with painful reluctance. She clung close to me, as if bewilder-
ed and fearful ; and when, after a moment, I took her to her mother, she sprang
to her arms, and clung to her with eager joy."

The parting scene evinced alike her tenderness, intelligence, and resolution.

" Laura accompanied her mother to the door, clinging close to her all the
way, until they arrived at the threshold, where she paused, and felt around, f,c
ascertain who was near her. Perceiving the matron, of whom she is very
fond, she grasped her with one hand, holding on convulsively to her mother with
the other, and thus she stood for a moment, — then she dropped her mother's hand,
— put her handkerchief to her eyes, and turning round, clung sobbing to the ma-
tron, while her mother departed, with emotions as deep as those of her child."

At the end of the year 1839, when she had been a little more than two years
at the Institution, her proficiency was thus described : —

"Having mastered the manual alphabet of the deaf-mutes, and learned to
spell readily the names of every thing within her reach, she was then taught
words expressive of positive qualities, as, hardness, softness ; and she readily
learned to express the quality, by connecting the adjectives hard or soft with the
substantive ; though she generally followed what one would suppose to be the
natural order in the succession of ideas, by placing the substantive first.

" It was found too difficult, however, then to make her undeistand any general
expression of quality, as hardness, softness, in the abstract. Indeed, this is a
process of mind most difficult of performance to any, especially to deaf-mutes.

" Then the same article was put into the box, and the words "ring in box "
given to her. This puzzled her for many minutes, and she made many mistake;* ;
for instance, after she had learned to say correctly whether the ring was on or in
a box, a drawer, a hat, a bucket, &c, if she were asked, " where is house, or
matron," she would say, "in box." Cross-questioning, however, is seldom ne-
cessary to ascertain whether she really understands the force of the words she is
learning ; for when the true meaning dawns upon her mind, the light spreads to
her countenance.

"In this case, the perception seemed instantaneous, and the natural sign
by which she expressed it was peculiar and striking ; she spelt o n, then laid
her hand on the other ; then she spelt into, and enclosed one hand within the
other.

" She easily acquired a knowledge and use of active verbs, especially those
expressive of tangible action ; as to walk, to run, to sew, to shake.

"At first, of course, no distinction could be made of mood and tense; she
used the words in a general sense, and according to the order of her sense of
ideas. Thus, in asking some one to give her bread, she would first use the word
expressive of the leading idea, and say, Bread, give, Laura. If she wanted
water, she would say, Water, drink, Laura.

" Soon, however, she learned the use of the auxiliary verbs, of the difference
of past, present, and future tense. For instance, here is an early sentence ; Keller
is sick, — when will Keller well ; the use of be she had not acquired.

" Having acquired the use of substantives, adjectives, verbs, prepositions, and
conjunctions, it was thought time to make the experiment of trying to teach her
to write, and to show her that she might communicate her ideas to persons not
in contact with her.

" It was amusing to witness the mute amazement with which she submitted
to the process, the docility with which she imitated every motion, and the per-
severance with which she moved her pencil over and over again in the same
track, until she could orm the letter. But when at last the idea dawned upon
her, that by this mysterious process she could make other people understand
what she thought, her joy was boundless.

"Never did a child apply more eagerly and joyfully to any task, than she did
to this ; and in a few months she could make every letter distinctly, and sepa-
rate words from each other ; and she actually wrote, unaided, a legible letter
to her mother, in which she expressed the idea of her being well, and of her
expectation of going home in a few weeks. It was indeed a very rude and im-
perfect letter, couched in the language which a prattling infant would use. Still
it shadowed forth, and expressed to her mother, the ideas lhat were passing in
her own mind.

" She is familiar with the processes of addition and subtraction in small
numbers. Subtraction of one number from another puzzled her for a time ;
but by help of objects she accomplished it. She can count and conceive ob-
jects to about one hundred in number ; to express an indefinitely great number,
or more than she can count, she says, hundred. If she thought a friend was to
be absent many years, she would say, will come hundred Sunday 'Sj^-meaning

weeks. She is pretty accurate in measuring time, and seems to have an intui-
tive tendency to do it. Unaided by the changes of night and day, by the
light, or the sound of any timepiece, she nevertheless divides time pretty ac-
curately,

"With the days of the week, and the week itself as a whole, she is per-
fectly familiar. For instance ; if asked what day will it be in fifteen days
more, she readily names the day of the week. The day she divides by the
commencement and end of school, by the recesses, and by the arrival of meal-
times.

" Those persons who hold that the capacity of perceiving and measuring the
lapse of time is an innate and distinct faculty of the mind, may deem it an im-
portant fact that Laura evidently can measure time so accurately, as to distin-
guish between a half and whole note of music.

" Her judgment of distances and of relations of place is very accurate. She
will rise from her seat, go straight towards a door, put out her hand just at the
right time, and grasp the handle with precision."

The first prodigious difficulties thus happily overcome, her progress during
the last year, which completed the eleventh year of her age, was, of course,
more rapid.

"A perceptible change has taken place in the size and shape of her head;
and though unfortunately the measurement taken two years ago has been mis-
laid, every one who has been well acquainted with her, notices a marked in-
crease in the size of the forehead. She is now iust eleven years old ; and her
height is four feet, four inches, and seven tenths. Her head measures twenty
inches and eight tenths in circumference, in a line drawn around it, and passing
over the prominences of the parietal, and those of the frontal bones ; above
this line the head rises one inch and one tenth, and is broad and full. The
measurement is four inches from one orifice of the ear to the other ; and from
the occipital spine to the root of the nose, it is seven inches.

" Nothing has occurred to indicate the' slightest perception of light or sound,
or any hope of it ; and although some of those who are much with her, sup-
pose that her smell is more acute than it was, even this seems very doubtful.

" It is true that she sometimes applies things to her nose, but often it is meren
ly in imitation of the blind children aboui her ; and it is unaccompanied by that
peculiar lighting up of the countenance, which is observable whenever she dis-
covers any new quality in an object.

"The progress which she has made in intellectual acquirements, can be fully
appreciated by those only who have seen her frequently. The improvement,
however, is made evident by her greater command of language ; and by the
conception which she now has of the force of parts of speech, which last year
she did not use in her simple sentences; for instance, of pronouns, which she
has begun to use within six monihs. La6t spring, returning fatigued from her
journey home, she complained of a pain in her 3ide, and on being asked what
caused it, she used these words, Laura did go to see mother, ride did make
Laura side ache, horse was wrong, did not run softly. If she were now to ex-
press the same thing she would say, I did go to see mother, ride did make my
side ache. This will be seen by an extract from one of her teachers' diary of last
month, ' Dec. 18th. To-day Laura asked me ' what is voice V I told her as
well as I could, that it- was an impression made upon another when people talk
with their mouth. She then said, ' / do net voice.' I said, * can you talk with
your mouth''? Answer, ' No ;' ' why?' 'Because I am very deaf and dumb1
4 Can you seel' ' No, because I am blind,. I did not talk with fingers when I
came with my mother, Doctor did teach ma on fork, — what was on fork V I
told her paper was fixed on forks ; she then said, ' I did learn to read much with
types. Doctor did teach me in nursery. \)rusilla was very sick all over.'

" It will be observed that these words are all spelled correctly; and indeed
her accuracy in this respect is remarkable. She requires to have a word spelled
to her only once, or twice at most, and she will seldom fail to spell it right ever
afterwards.

" She easily learned the difference between the singular and plural form, but
was inclined for some time to apply the rule of adding s, universally. For in-
stance, at her first lesson she had the words arm arms, hand-hands, &c. ; then
being asked to form the plural of box, she said box s, &c., and for a long time
she would form the plural by the general rule, as lady, ladys, &c.

" The word or, insignificant as it seems, has been a stumbling-block to Laura
up to this day.

"With pronouns she had very little difficulty. It was thought best at first
to talk with her as one does with an infant; and she learned to reply in the
same way. Laura want water, give Laura water ; but she readily learned to
substitute the pronoun, and now s&ys give me water, — / want water, &c. In-
deed she will not allow persons to address her in the third person, but in-
stantly corrects them, being proud to show her knowledge. ,

" She learned the difference between present and past tense the last year, but
made use of the auxiliaries; during this year she has learned the method of in-
flecting the verb. Tn this process too, her perfect simplicity rebukes the clumsy
irregularity of our language: she learned jump, jumped, — walk, walked, &c,
until she had an idea of the mode of forming the -imperfect tense, but when she
came to the word see, she insisted that it should be seed in the imperfect ; and
after this upon going down to dinner, she asked if it was eat. — eated, but being
told it was ate, she seemed to try to express the idea that this transposition of

letters was. not only wrong, but ludicrous, for she laughed heartily."

* # * # ,

" The most recent exercises have been upon those words which -require at-
tention to one's own mental operations, such as remember, forget, expect, hope,
&c.

"Greater difficulties have been experienced in these than in her former les-
sons, but they have been s® far surmounted that she uses many words of this
kind, with a correct perception of their meaning.

" Her idea of oral conversation, it seems to me, is that people make signs

with the mouth and lips, as she does with her fingers."

* * * *

" When Laura first began to use words, she evidently had no idea of any
other use, than to express the individual existence of things, as book, spoon, &c.
The sense of touch had, of course, given her an rdea of their existence, and of
their individual characteristics ; but one would suppose that specific differences
would have been suggested to her also ; that is, that in feeling of many books,
spoons, &c, she would have reflected that some were large, some small, some
heavy, some light, and been ready to use words expressive of the specific or
generic character. But it would seem not to have been so, and her first use
of the words great, small, heavy, &c, was to express merely individual pecu-
liarities ; great book was to her the double name of a particular book ; heavy
stone was one particular stone ; she did not consider these terms as expressive
of substantive specific differences, or any differences of quality ; the words great
and heavy were not considered abstractly, as the name of a general quality, but
they were blended in her mind with the name of the objects in which they ex-
isted. At least, such seemed to me to be the case, and it was not until some
time after, that the habit of abstraction enabled her to apply words of generic
signification in their proper way.

" This view is confirmed by the fact, that when she learned that persons had
both individual and family names, she supposed that the same rule must apply to
inanimate things, and asked earnestly what was the other name for chair,

table, &c.

* * * *

" The moral qualities of her nature have also developed themselves more
clearly. She is remarkably correct in her deportment ; and few children of
her age evince so much sense of propriety in regard to appearance. Never,
by any possibility, is she seen out of her room with her dress disordered ; and
if by chance any spot of dirt is pointed ou> to her on her person, or any little
rent in her dress, she discovers a sense of shame, and hastens to remove it.

" She is never discovered in an attitude «r an action, at which the most fasti-
dious would revolt, but is remarkable for neatness, order, and propriety.

"There is one fact which is hard to explain in any way ; it is the difference
of her deportment to persons of different ses. This was observable when she
was seven years old. She is very affectionate, and when with her friends of
her own sex, she is constantly clinging to them, and often kissing and caress-
ing them ; and when she meets with strange ladies, she very soon becomes fa-
miliar, examines very freely their dress, and readily allows them to caress her.
But with those of the other sex it is entirely different, and she repels every
approach to familiarity. She is attached, indeed, to some, and is fond of being
with them ; but she will not sit upon their knee, for instance, or allow them to
take her round the waist, or submit to thbse innocent familiarities which it is
common to take with children of her age.*

" She seems to have also, a remarkable degree of conscientiousness, for
one of her age ; she respects the rights of others, and will insist upon her own.

" She is fond of acquiring property, and seems to have an idea of ownership
of things which she has long since laid aside, and no longer uses. She has
never been known to take any thing belonging to another ; and never but in
one or two instances to tell a falsehood, and then only under strong tempta-
tion. Great care, indeed has been taken, not to terrify her by punishment,
or to make it so severe, as to tempt her to avoid it by duplicity, as children so
! often do.

" When she has done wrong, her teacher lets her know that she is grieved,
and the tender nature of the child is shown by the ready tears of contrition, and
the earnest assurances of amendment, with which she strives to comfort those
whom she has pained.

" When she has done any thing wrong, and grieved her teacher, she does

not strive to conceal it from her little companions, but communicates it to
them, tells them "it is wrong? and says, ' * * cannot love wrong

girl'

" It has been remarked in former reports, that she can distinguish different
degrees of intellect in others, and that she soon regarded almost with con-
tempt, a new comer, when, after a few days, she discovered her weakness of
mind. This unamiable part of her character has been more strongly developed
during the past year.

She is fond of having other children noticed and caressed by the teachers
and those whom she respects ; but this must not be carried too far, or she be-
comes jealous. She wants to have her share, which, if not the lion's, is the
greater part ; and if she does not get it, she says, ' My mother will love me.y

" Her tendency to imitation is so strong, that it leads her to actions which,
must be entirely incomprehensible to her, and which can give her no other plea-
sure than the gratification of an internal faculty. She has been known to sit for
half an hour, holding a book before her sightless eyes, and moving her lips, as
she has observed seeing people do when reading.

" Her social feelings, and her affections, are very strong ; and when she is
sitting at work, or at her studies, by the side of one of her little friends, she will
break off from her task every few moments, to hug and kiss them with an earnest-
ness and warmth, that is touching to behold.

" When left alone, she occupies and apparently amuses herself, and seems
quite contented ; and so strong seems to be the natural tendency of thought
to put on the garb of language, that she often soliloquizes in the Jinger language,
slow and tedious as it is. But it is only when alone, that she is quiet ; for if
she becomes sensible of the presence of any one near her, she is restless until
she can sit close beside them, hold their hand, and converse with them by signs.
>*She does not cry from vexation and disappointment, like other children, but
only from grief. If she receives a blow by accident, or hurts herself she laughs
and jumps about, as if trying to drown the pain by muscular action. If the pain
is severe, she does not go to her teachers or companions for sympathy, but on
the contrary tries to get away by herself, and then seems to give vent to a feel-
ing of spite, by throwing herself about violently, and roughly handling whatever
she gets hold of.

" Twice only have tears been drawn fronvher by the severity of pain, and then
she ran away, as if ashamed of crying for an accidental injury. But the foun-
tain of her tears is by no means dried up, as is seen when her companions are in
pain, or her teacher is grieved.

" In her intellectual character, it is pleasing to observe an insatiable thirst for
knowledge, and a quick perception of the relations of things. In her moral
character, it is beautiful to behold her continual gladness, her keen enjoyment of
existence, her expansive love, her unhesitating confidence, her sympathy with
suffering, her conscientiousness, truthfulness, and hopefulness.

" No religious feeling, properly so called, has developed itself; nor is it yet
time, perhaps, to look for it. But she has shown a disposition to respect those
who have power and knowledge, and to love those who have goodness ; and
when her perceptive faculties shall have taken cognizance of the operations of
nature, and she shall be accustomed to trace effects to their causes, then may her
veneration be turned to Him who is almighty, her respectto Him who is omnis-
cient, and her love to Him who is all goodness and love !

" Until then, I shall not deem it wise, by premature effort, to incur the risk of
giving her ideas of God, which would be alike unworthy of His character, and
fatal to her peace.

" I should fear that she might personify him in a way too common with child-
ren, who clothe him with unworthy, and sometimes grotesque attributes,
which their subsequently developed reason condemns, but strives in vain to cor-
rect."

Windsor, May 8, 1844.

Laura Bridgnian.

The following extract from the late Report
of the Massachusetts Asylum for the Blind,
shows the progress which this interesting indi-
vidual is making in knowledge :-^-

With regard to Geography, she had, a
year since, acquired a definite and accu-
rate notion of the points of compass, and
of territorial boundaries, and had learnt
the boundaries of the city, and a few of the
neighboring towns.

The plan pursued in teaching her this
science was alluded to in the last Report,
and is one which the seeing would do well
to follow. Laura was first taught the
points of compass in a room, then the
boundaries of the room. She next learn-
ed the geography of the house, and of the
grounds on which it is situated. Having
advanced thus far, the effort was made, and
with success, to present to her mind an ac-
curate idea of points of land, capes, bays,
harbors and rivers, by taking her to walk
in places near them. A further step was
made, when she became acquainted with
the boundaries of South Boston, after which
she was permitted to learn of the city prop-
er by crossing its bridges. Gradually and
slowly was she taught the Geography ol
one town, after anoiher, till she became ac-
quainted with all of any note in the State
of Massachusetts, as indicated on the map
She is now able to bound all the States in
the Union ; can tell their principal towns,
the livers, their rise, course and termina-
tion, the productions, the natural curiosi-
ties, and much of the natural history of
each state, in a manner more correct than
most seeing children of her own age, or old
er. Her knowledge of Geography is not
limited to the United States." She has stu-
died that of North and South America, and
her knowledge of the whole of the Ameri-
can Continent is far more extensive and
correct than is possessed by many who
are called educated persons.

Being taken a few days since to a large
globe, and the Russian possessions in North
America pointed out to her, she was able
without hesitation, so accurate was her
judgement of geographical position and
distance, to place her finger at once upon
Boston, a mere point on the surface of the
globe, and not larger than the head of a
pin. This was the first time she had ever
been taken to the globe for instruction.

During the hour devoted to Geography,
her instructor, by way of amusement, has
occasionally told her something ofAstrono-
my. As an instance of the accuracy of
her calculations, and the retentive charac-
ter of her memory, when the length of the
year of the planet Herschel was explained
to her, she burst into a fit of laughter, and
said, how very young the doctor would be
if he lived in that planet.

In Mathematics one grea,t advantage, at
least, has been gained. Her former repug-
nancy to mental arithmetic has been in a
great measure overcome by the assiduous
attention of her teacher. A year ago, she
had attained a certain degree of acquain-
tance with numbers. Since then she has
been taught in Colburn's Mental Arithme-
tic, which she appears to comprehend as
readily as most children of her age ; and
6olves the most difficult questions it con-
tains by the mental effort only. Twenty,
thirty, and even forty of the sums, are the
usual number which she performs in an
houc's lesson. Having now thoroughly
studied and comprehended this work, she
will be instructed in one of a more advan-
ced character.

In her moral conduct, Laura has uni-
formly exhibited those beautiful trans
which have ever distinguished her. Hei
love of truth, perceptions of right and
wrong, and detestation of deception, are
daily exemplified in her life and actions.

&I)C Baptist ^UuocaU.

THE BAPTIST ADVOCATE IS OWNED AND PUB-
LISHED BY THE NEW YORK BAPTIST
NEWSPAPER ASSOCIATION.

NEW YORK, SATURDAY, MAY 22, 1841.

Laura Bridgman — The Child of One Sense. — The
North American Review gives a detailed and affecting ac-
count of the manner in which this girl has been instructed
and improved at the Institution for the Blind at Boston.
She was born in Hanover, N. II., in December, 1829, and
from violent and protracted sickness from two years of age,
was rendered blind and deaf, and lost all power of articu-
lation, together with the sense of smell and taste. At four
years of age she began to recover her health, but her lost
senses were never restored. Her only means of commu-
nication with the outer world was by feeling and muscular
movement. Her friends expressed to her approbation by
patting on her head; and disapprobation by a similar sign
on her back. They could direct her to or from any place
or object only by pushing or drawing.

In October, 1837, she was brought to the Institution, and
her subsequent progress in acquiring knowledge has been
most remarkable. A particular account is given of the
manner in which ideas were communicated to her. The
first experiments were made by pasting labels with raised
letters on knives, forks, spoons, and similar articles and
placing them in her hands, assisting her to pass her fingers
over them. Next the labels themselves, detached from the
articles, were submitted to a similar examination. When
she had been taught to distinguish them and to connect
them with the articles to which they belonged, the indivi-
dual letters were given her, sometimes arranged to spell
spoon, key, &c , and sometimes all in a heap ; and she was
taught to arrange them by the teacher moving her fingers
for her, or performing the task himself while she felt his
hands. When at length the idea flashed upon her mind
that she could communicate by this means to those about
her, the effect was electrical. Her subsequent progress
has been rapid, and her intellectual faculties, as they are
developed, appear to be of the highest order. The whole
description in the Review is most interesting, but the arti-
cle is too hug for us t° transcribe.

WASHINGTON.

" Liberty and Union, now and forever, one and
inseparable."

TUESDAY, NOVEMBER 30, 1841.

NATIONAL INTELLIGENGER.

LAURA BRIDGMAN AND JULIA BRACE.

correspondence of the n. y. commercial advertiser.

Hartford, November, 1841.
I was at the school for the deaf and dumb this morning,
when that interesting little creature, Laura Bridgman, (who
has but one sense— that of touch,) arrived from Boston, and
made her first visit. She was accompanied by Dr. Howe,
Mrs. Sigourney, and some other persons, and her coming
seemed to be quite unexpected.

It is probable that there is hardly another person in the
United States whose appearance at the school would create
such a sensation among the hundred and fifty inmates. Her
name was fanvliar to all the pupils, who had doubtless mar-
velled much how a dumb child, deprived also of the sense of
sight, by which they themselves learn every thing, should be
able to learn to read, write, and talk.

When the news was passed from hand to hand that Laura
Bridgman was in the office, the teachers and pupils came
thronging round her, and filled the room and passage way,
while all the way up the staircase stood scores of little girls,
with sparkling eyes and animated faces, eagerly gesticulating
to each other, and conversing rapidly in dumb show.
- it was a beautiful sight to see so much life and happiness
among these unfortunates ; but the principal attraction was
little Laura, who, having taken off her bonnet and cloak, ap-
peared one of the* most interesting children you ever saw.
Slender and delicately formed, with beautiful features and
fair complexion, so graceful were her motions, so animated
her gesticulation, and so full of life was her countenance, that
but for the green ribbon bound over her sightless orbs, you
would have called her one of Nature's most gifted children.
Such is the power of the soul — such its independence of sense.
There stood this child in a crowd, without one ray of light to
pierce her ever-during darkness, without a sound to break the
dreary stillness, without an odor even to show the presence
of others ; yet as joyous as a bird, yet conscious of erery thing
that was going on, yet eager to shake hands with all, and to
learn the names of all, delighted to find that every one could
talk in her finger language, and evidently enjoying the boon
of existence, and speaking in dumb but expressive language
the praise of Him who willeth the happiness of all whom he
createth.

She was very impatient to meet Julia Brace, the only per-
son in the world, perhaps, whose privation of sense approaches
in a degree to hers ; and about whom it seems much had
been told her.

At last Julia was brought down, and the two met, and felt
of each other ! But what a difference befween the two !
Julia is a woman grown, and unprepossessing in her appear-
ance, because she is without animation, without vivacity,
without any expression of face. She was made to under-
stand, by placing her fingers on Laura's eyes and on her ears,
that she was blind and deaf like herself, but her countenance
changed not ; she manifested little interest, and in a moment
or two began to withdraw from the child, who clung to her,
put around her neck a chain of her own braiding, and kissed
her ! Vain impulse of affection ! Julia coolly put into her
pocket the present which Laura had brought her, and was
making off from the child, whose distress now became evi-
dent, and who eagerly asked the others, " Why doesshepush
me — why does she not love me ?"

What a contrast in their characters ! Laura wanted her
affection and sympathy, and would not be satisfied without
them ; while Julia, having got her present, was desirous of
terminating the interview, and carrying off her possession !

Such is the effect of education ; such the consequence of
evolving the moral and social nature, as has been done in the
case of Laura; or of exercising only the propensities, and
allowing the human being to live as do the brutes, within
himself and for himself alone !

The kind and good people who have the charge of Julia
Brace seem to do for her all they can do ; but this is little, for
they have no means of communicating with her. I learn that
they think of sending her to the School for the Blind in Boston,
in the hope that the method by which Laura has been taught
may be successful with her; and although it seems to me al-
most a hopeless case, for she is thirty-five years old, and her
faculties have lain »o long inactive they can hardly be roused
to perform their functions, neverlhelesp fhe chance should be
given Iq &h

EMANCIPATOR AND FREE AMERICAN.

THURSDAY, DECEMBER 9, 1841.

BOSTON, THURSDAY,

BBj.<m.',^»MJimnnnu»»'«',"'ii

DECEMBER 9,1841.

INTERESTING INTERVIEW.

A correspondent of the. New York Commercial
xAdvertiser, writing from Hartford, Ct., says: —

" I was at the school for the deaf and dumb,
this morning, when that interesting little crea-
ture, Laura Bridgman, (who has but one sense,
that of touch,) arrived from Boston, and made
her first visit. She was accompanied by Dr.
Howe, Mrs. Sigourney, and some other per-
sons, and her coming seemed to be quite unex-
pected.

It is probable that there is hardly another per-
son in the United States whose appearance at the
school would create such a sensation among the
hundred and fifty inmates. Her name was fa-
miliar to all the pupils, who had doubtless mar-
velled nrich how a dumb child, deprived also of
the sense of sight, by which they themselves
learn every thing, should be able to learn to
read, write, and talk.

-When the news was passed from hand to hand,
that Laura Bridgman was in the office, the teach-
ers and pupils came thronging round her, and
filled the room and passage way, while all the
way uj) the staircase stood scores of little girls,
with sparkling eyes and animated faces, eagerly
gesticelating to one another, and conversing rap-
idly in dumb show.

It was a beautiful sight to see so much life
and happiness among these unfortunates ; but
the principal attraction was little Laura, who,
having taken off her bonnet and cloak, appeared
one of the most interesting children you ever
saw. Slender and delicately formed, with beau-
tiful features and fair complexion, so graceful
were her motions, so animated her gesticulation,
and so full of life was her countenance, that but
for the green ribbon bound over her sightless
orbs, you have, called her one of nature's most
gifted children. Such is the power of the soul,
such its independence of sense. There stood
this child in a crowd, without one ray of light to
pierce her ever during darkness, without a sound
to break the dreary stillness, without an odor
even to show the presence of others, yet joyous
as a bird, yet conscious of every thing that was
going on, yet eager to shake hands with all, and
to learn the names of all, delighted to find that

every one could talk in her finger language, and
evidently enjoying the boon of existence, and
speaking in dumb but expressive language the
praise of him who vvilleth the happiness of : all
whom he createth.

She was very impatient to meet Julia Brace,
the only person in the world, perhaps, whose pri-
vation of sense approaches in degree to hers ;
and about whom it seems much had been told
her.

At last Julia was brought down, and the two
met, and felt of each other. But what a differ-
ence between the two. Julia is a woman grown,
and unprepossessing in her appearance, because
she is without animation, without vivacity, with-
out any expression of face. She was made to
understand, by placing her fingers on Laura's
eyes and on her ears, that she was blind and deal'
like herself, but her countenance changed not;
she manifested little iuterest, and in a moment or
two began to withdraw from the child, who clung
to her, put around her neck a chain of her own
braiding, and kissed her. Vain impulse of af-
fection ! Julia coolly put into her pocket the
present which Laura had brought her, and was
making off from the child, whose distress now
became evident, and who eagerly asked the oth-
ers, " Why does she push me 1 why does she not
love me ? "

What a contrast in their characters! Laura
wanted her affection *nd sympathy, and would
not be satisfied without them : while Julia, hav-
ing got her present, was desirous of terminating
the interview, and carrying off her possession.

THE

YOUTHS' MAGAZINE;

iEtwnflelual Mitttlianv.

JUNE, 1841.

206 Visit to the Blind Asylum at South Boston.

VISIT TO THE BLIND ASYLUM AT SOUTH BOSTON,
MASSACHUSETTS.

[A friend connected with the Youths' Magazine, has kindly favoured us with the
following interesting extract from a diary kept by himself, during a recent visit to
the Western Continent. We hope to receive many communications from the same
quarter.]

" Saturday, 27 tk February. — Visited the Asylum for the Blind at
South Boston, which presents a most affecting but interesting
spectacle. Seventy children of either sex thus afflicted are taken
care of and taught in that Institution.

" The first thing that arrested my attention, was a group of half-
a-dozen girls, apparently from thirteen to seventeen years of age,
all completely blind, surrounding a very large globe. They were
busily employed in adjusting its elevation, working its problems,
and pointing out countries, capitals, gulphs, and lakes, as quickly
as their teacher could name them.

" One girl more intelligent and advanced than the rest, called a
younger blind companion to her side, and when the latter had felt
her way round by the wooden horizon, she in a voice of sisterly
kindness, explained the mode of finding out what hour the sun
would rise and set at Boston on a, given day, and as the little pupil
successfully worked the problem, and the answer was announced
as correct, a smile of satisfaction and delight beamed on her poor
countenance, which but for the vacant gaze of its darkened eyes,
would have had a very pleasing expression.

" In the school room I saw a sum worked by one of these blind
pupils, who in a few seconds, with her little types on a perforated
metal square, calculated the interest at 6 per cent, on an odd
number of dollars and cents, for a given number of days.

"I then had poetry read to me with distinctness and grace.
Then, in a spacious saloon which was used for music, a band of
these sightless ones, without any help but from each other,
ascended an orchestra, took their seats in order, and first one on
the piano, and then another on the organ, played while the rest
sang in parts with delightful harmony.

u In the workshops of the boys there were brushes and other
articles in course of manufacture, with a neatness and skill equal
to that of their more gifted fellows ; and in the play-room, a little
active fellow practised his gymnastics, ascended the arched ladder

Visit to the Blind Asyhwn at South Boston. 207

and long rope, and tumbled himself over and over, so as to make
us forget that he had no eyes.

" But the most affecting object of the whole, was poor Laura
Bridgman. This little girl, only eleven years old, with a coun-
tenance of much symmetry — her eyes only concealed by a fillet of
gauze — presents one of the most touching exhibitions of early
suffering that can well be imagined, being by a singular combina-
tion of sorrows, blind, deaf, and dumb, without smell, and with
imperfect taste. Her case has attracted great attention ; and never
shall I forget the sentiments which this little being awakened in my
mind. She was seated by the side of a young woman, who
seemed to have the peculiar charge of her, and to whom she clung
with an ardent attachment. She was in a very cheerful mood. A
little piece of money presented to her as expressive of kind
sympathy, awakened her gratitude, and she laughed, and held out
her hand to feel the friend who had presented it. She felt for her
purse, and counted all her little store, and gave the sum correctly.
Her teacher held her little delicate hand in hers, and communicated
my name and address to her, and she wrote it on paper, and added
her own, and then felt for a paper-knife, and having doubled the
paper, cut it off and handed it to me. She wrote also a friend's
who was with me ; and when her teacher was with, her fingers
spelling the name, (Adshead) little Laura caught the idea of the
second syllable, and touched her head in token of understanding it.
" I gave her my watch, and she immediately felt it, and made a
sign to indicate its ticking, and took each seal and pressed it down
on the table as if making an impression, and then the key, and
applied it to the watch.

" She shewed a quick susceptibility of approbation or reproof.
A lady who was present, laid her reticule near her, when she
opened it, and took out a purse, and placed it by the side of her
own, but as the teacher did not, as usual, pat her cheek, she sprung
up, clasped her round the neck, and kissed her, as if imploring the
accustomed mark of affection : still it was withheld, and her little
mind, dwelling in its darkness, appeared pondering and searching
for the cause, when at length the moral* sense seemed to be
awakened in her — the lesson was conveyed that she had not acted
correctly, and she sprang back to the table, took the purse, and in
a hurried manner, held it out to the lady again ; and when her

teacher's mark of approval followed, her little countenance lighted *

up with joy.

" She attends the prayers of the other children, but cannot join
their singing, she only feels their lips in motion, and moves her
own. There cannot be a doubt, that in a short time, with a child
of so much intelligence, there will be an effectual communication
of religious truth ; and I could not leave the teacher without an
expression of encouragement from her past success, and dropping
a word on the high privilege and honour which might be in store
for her, of communicating to one, apparently so far beyond the
reach of all knowledge, the truths and hopes of the gospel."

THE

YOUTHS' MAGAZINE;

iEbangeitcal Miscellany.

JULY, 1841.

SOME ACCOUNT OF LAURA BRLDGMAN.

{Abridged from the Report of the Perkins Institution.)

The brief notice of Laura Bridgman contained in our last number,
(p, 207) has probably sufficiently excited the interest of our young
readers, to induce' them to wish for a few additional particulars
respecting this astonishing child.

She was born in Hanover, New Hampshire, on the twenty-first
of December, 1829. She is described as having been a very
sprightly 2nd pretty infant, with bright blue eyes. She was, how-
ever, so puny and feeble, until she was a year and a half old, that
her parents hardly hoped to rear her. She was also subject to
severe fits, but after that time, seemed to rally, and at twenty
months old, was perfectly well. At this period her mental powers
rapidly developed themselves; and during the four months of
health which she enjoyed, she appears, making due allowance
for a fond mother's account, to have displayed a considerable
degree of intelligence.

She soon, however, sickened again, and entirely lost her sight
and sense of hearing. It was also observed that her sense of
smell was almost destroyed ; and consequently, that her taste was
much blunted. It was not until four years of age, that the poor
child's bodily health seemed restored, and she was able to enter
upon her apprenticeship of life and the world. But the immortal
spirit which had been implanted within her, could not die ; and
though most of its avenues of communication with the world were

234 Some Account of Laura Bridgman.

cut off, it began to manifest itself through the others. As soon as
she could walk, she began to explore the room, and then the
house ; she became familiar with the form, density, weight, and
heat, of every article she could lay her hands upon. She followed
her mother, and felt her hands and arms, as she was occupied
about the house ; and her disposition to imitate led her to repeat
every thing herself. She even learned to sew a little, and to knit.
Her affections, too, began to expand, and seemed to be lavished
upon the members of her family with peculiar force. But the
means of communication with her were very limited ; she could
only be told to go to a place by being pushed ; or to come to one,
by a sign of drawing her. Patting her gently on the head signified
approbation ; on the back, disapprobation. She showed every
disposition to learn, and manifestly began to use a natural lan-
guage of her own ; she had a sign to express her idea of each
member of the family; as drawing her fingers' down each side of
her face, to allude to the whiskers of one; twirling her hand
around, in imitation of the motion of a spinning wheel, for another;
and so on.

Her parents were easily induced to consent to her coming
to this institution, and accordingly on the 4th of October, 1837,
brought her.

The first experiments in teaching her were made by taking
articles in common use, such .as knives, forks, spoons, keys, &c,
and pasting upon them labels with their names printed in raised
letters. These she felt very carefully, and soon, of course, distin-
guished that the crooked lines spoon, differed as much from the
crooked lines k c y, as the spoon differed from the key in form.
Small detached labels, with the sarhe words printed upon them,
were then put into her hands ; and she soon observed that they
were similar to the ones pasted on the articles. She showed her
perception of this similarity by laying the label k ey upon the key,
and the label spoon upon the spoon. She was encouraged here
by the natural sign of approbation, patting on the head.

Some Account of Laura Bridgman. 235

repeated the process first from imitation, next from memory, with
only the motive of love of approbation, but apparently without
the intellectual perception of any relation between the things.

After a while, instead of labels, the individual letters were
given to her on detached bits of paper ; they were arranged side
by side, so as to spell book, key, &c. ; then they were mixed
up in a heap, and a sign was made for her to arrange them herself,
so as to express the words book, key, &c, and she did so.

Hitherto the process had been mechanical, but now the truth
began to flash upon her — her intellect began to work — she per-
ceived that here was a way by which she could herself make up a
sign of any thing that was in her own mind, and show it to another
mind, and at once her countenance lighted up with animation,;

The next step was to procure a set of metal types, with the dif-
ferent letters of the alphabet cast upon their ends; also a board, in
which were square holes, into which holes she could set the types,
so that the letters on their ends could alone be felt above the sur-
face. Then, on any article being handed to her, for instance, a
pencil, or a watch, she would select the component letters, arrange
them on her board, and read them with apparent pleasure.

She was exercised for several weeks in this way, until her voca-
bulary became extensive ; and then the important step was taken
of teaching her how to represent the different letters by the position
of her fingers, instead of the cumbrous apparatus of the board and
types. She accomplished this speedily and easily, for her intellect
had begun to work in aid of her teacher, and her progress was
rapid.

The report made of her case, about this period says : — " She
has attained great dexterity in the use of the manual alphabet of
the deaf mutes ; and she spells out the words and sentences which
she knows, so fast and so deftly, that only those accustomed to this
language can follow with the eye the rapid motions of her fingers.
But wonderful as is the rapidity with which she writes her thoughts
upon the air, still more so is the ease and accuracy with which she
reads the words thus written by another, grasping their hands in
hers, and following every movement of their fingers, as letter after
letter conveys their meaning to her mind.

u When Laura is walking through a passage way, with her hands
spread before her, she knows instantly every one she meets, and

236 Some Account of Laura Bridgman.

passes them with a sign of recognition ; but if it be a girl of her
own age, and especially if one of her favorites, there is instantly a
bright smile of recognition ; a twining of arms, a grasping of hands,
and a swift telegraphing upon the tiny fingers, whose rapid evolu-
tions convey the thoughts and feelings from the outposts of one
mind to those of the other. There are questions and answers,
exchanges of joy or sorrow ; there are kissings and partings, just as
between little children with all their senses."

During this year, and six months after she had left home, her
mother came to visit her, and the scene of their meeting was an in-
teresting one.

The mother stood some time, gazing with overflowing eyes upon
her unfortunate child, who, all unconscious of her presence, was
playing about the room. Presently Laura ran against her, and at
once began feeling her hands, examining her dress, and trying to
find out if she knew her ; but not succeeding in this, she turned
away as from a stranger, and the poor woman could not conceal
the pang she felt, at finding that her beloved child did not recog-
nize her. She then gave Laura a string of beads which she used
to wear at home, which were recognized by the child at once, who,
with much joy, put them around her neck, and sought me eagerly
to say she understood the string was from her home. The mother
now tried to caress her, but poor Laura repelled her, preferring to
be with her acquaintances. Another article from home was now
given her, and she began to look much interested ; she examined
the stranger much closer, and gave me to understand that she
knew she came from Hanover ; she even endured her caresses, but
would leave her with indifference at the slightest signal. The dis-
tress of the mother was now painful to behold ; for, although she
had feared that she should not be recognized, the painful reality of
being treated with cold indifference by a darling child, was too
much for woman's nature to bear.

After a while, on the mother taking hold of her again, a vague
idea seemed to flit across Laura's mind, that this could not be a
stranger; she therefore felt her hands very eagerly, while her
countenance assumed an expression of intense interest — she became
very pale, and then suddenly red — hope seemed struggling with
doubt and anxiety, and never were contending emotions more
strongly painted upon the human face : at this moment of painful

uncertainty, the mother drew her close to her side, and kissed her
fondly, when at once the truth flashed upon the child, and all mis-
trust and anxiety disappeared from her face, as with an expression
of exceeding joy she eagerly nestled in the bosom of her parent,
and yielded herself to her fond embraces. After this, the beads
were all unheeded ; the playthings which were offered to her were
utterly disregarded ; her playmates, for whom but a moment be-
fore she gladly left the stranger, now vainly strove to pull her from
her mother ; and though she yielded her usual instantaneous obedi-
ence to my signal to follow me, '.it was evidently with painful
reluctance. She clung close to me, as if bewildered and fearful ;
and when, after a moment, I took her to her mother, she sprang
to her arms, and clung to her with eager joy.

The subsequent parting between Laura and her mother, showed
alike the affection, the intelligence, and the resolution of the child ;
the child accompanied her to the door, clinging close to her ail the
way, until they arrived at the threshold, where she paused, and
felt around, to ascertain who was near her. Perceiving the matron,
of whom she is very fond, she grasped her with one hand, holding
on convulsively to her mother with the other, and thus she stood
for a moment, then she dropped her mother's hand ; put her hand-
kerchief to her eyes, and turning round, clung sobbing to the
matron, while her mother departed, with emotions as deep as those
of her child.

THE

YOUTHS' MAGAZINE;

ISbattgelttal Miutllan^

AUGUST, 1841.

SOME ACCOUNT OF LAURA BRIDQMAN.

{ Concluded from page 237. )

Having mastered the manual alphabet of the deaf mutes, and
learned to spell readily the names of every thing within her reach,
Laura was taught words expressive of positive qualities, as hard-
ness, softness ; and she readily learned to express the quality, by
connecting the adjectives, hard or soft, with the substantive ; though
she generally followed what one would suppose to be the natural
order in the succession of ideas, by placing the substantive first.

a a

266

Some Account of Laura Bridgman,

" Next she was taught those expressions of relation to place,
which she could understand. For instance, a ring was taken and
placed on a box, then the words were spelt to her, and she
repeated them from imitation. Then the ring was placed on a hat,
and a sign given her to spell ; she spelt, ring on box — but being
checked, and the right words given, she immediately began to ex-
ercise her judgment, and, as usual, seemed intently thinking.
Then the same was repeated with a bag, a desk, and a great many
other things, until at last she learned that she must name the thing
on which the article was. Then the same article was put into the
box, and the words ring in box given to her. This puzzled her for
many minutes, and she made many mistakes : for instance, after
she had learned to say correctly whether the ring was on or in a
box, a drawer, a hat, a bucket, &c, if she were asked, 'where
is house, or matron,' she would say,' in box/ Cross-questioning,
however, is seldom necessary to ascertain whether she really under-
stands the force of the words she is learning : for when the true
meaning dawns upon her mind, the light spreads to her coun~
tenance. In this case, the perception seemed instantaneous, and
the natural sign by which she expressed it was peculiar and strik-
ing : she spelt o n, then laid one hand on the other ; then she spelt
into, and enclosed one hand within the other.

" She easily acquired a knowledge and use of active verbs,
especially those expressive of tangible action ; as to walk, to run,
to sew, to shake.

" At first, of course, no distinction could be made of mood and
tense : she used the words in a general sense, and according to the
order of her sense of ideas. Thus, in asking some one to give
her bread, she would first use the word expressive of the leading
idea, and say, ' Bread, give, Laura.' If she wanted water, she
would say, ' Water, drink, Laura.' Soon, however, she learned
the use of the auxiliary verbs, of the difference of past, present, and
future tense. For instance, here is an early sentence : ' Keller is
sick — when will Keller wellV the use of be she had not acquired.

" Having acquired the use of substantives, adjectives, verbs,
prepositions, and conjunctions, it was thought time to make the
experiment of trying to teach her to write. Never did a child
apply more eagerly and joyfully to any task than she did to this ;
and in a few months she could make every letter distinctly, and

Some Account of Laura Bridgman. 267

separate words from each other ; and she actually wrote, unaided,
a legible letter to her mother, in which she expressed the idea of
her being well, and of her expectation of going home in a few
weeks. It was indeed a very rude and imperfect letter, couched
in the language which a prattling infant would use. Still it sha-
dowed forth, and expressed to her mother, the ideas that were
passing in her own mind.

" She is familiar with the processes of addition and subtraction
in small numbers. Subtraction of one number from another
puzzled her for a time ; but by the help of objects she accomplished
it. She can count and conceive objects to about one hundred in
number ; to express an indefinitely great number, or more than she
can count, she says, ' hundred.'' If she thought a friend was to
be absent many years, she would say, ' will come hundred Sundays?
meaning weeks. She is so accurate in measuring time, though un-
aided by the changes of night and day, by the light, or the sound
of any timepiece, that she will strike a half or a whole note of
music correctly.

" With the days of the week, and the week itself as a whole,
she is perfectly familiar. For instance : if asked what day it will
be in fifteen days more, she readily names the day of the week.
The day she divides by the commencement and end of school, by
the recesses, and by the arrival of meal times.

" Her judgment of distances and of relations of place is very
accurate. She will rise from her seat, go straight towards a door,
put out her hand just at the right time, and grasp the handle with
precision."

These notices relate to the period of her education prior to the
commencement of 1840, since which her progress is thus de-
scribed.

The advance which she has made in intellectual acquirements,
can be fully appreciated by those only who have seen her fre-
quently. The improvement, however, is made evident by her
greater command of language : and by the conception which she
now has of the force of parts of speech which last year she did
not use, in her simple sentences ; for instance, of pronouns, which
she has begun to use within six months. Last spring, returning
fatigued from her journey home, she complained of a pain in her
side, and on being asked what caused it, she used these words,

268 Some Account of Laura Bridgman.

" Laura did go to see mother ; ride did make Laura side ache, horse
was wrong, did not run softly." If she were now to express the
same thing she would say, I did go to see mother, ride did make
my side ache. This will be seen by an extract from the diary of
one of the teachers — " Dec. IQth. To-day Laura asked me
" what is voice ?" I told her as well as I could, that it was an
impression made upon another, when people talk, with their mouth.
She then said, " I do not voice." I said, " Can you talk with
your mouth V Ans. " No ;" " Why ?" " Because I am very deaf
and dumb." " Can you see?" " No, because I am blind, I did not
talk with fingers when I came with my mother, Doctor did teach me
on fork— what was on fork V7 I told her paper was fixed on
forks, she then said, " I did learn to read much with types, Doctor
did teach me in nursery. Drusilla was very sick all over.'17 The
words here given are precisely as she used them ; for great care is
taken to note them at the time of utterance."

She seems to have, also, a remarkable degree of conscientious-
ness, for one of her age ; she respects the rights of others, and will
insist upon her own. She is fond of acquiring property, and seems
to have an idea of ownership of things which she has long since
laid aside, and no longer uses. She has never been known to take
any thing belonging to another; and never but in one or two
instances to tell a falsehood, and then only under strong tempta-
tion. Great care, indeed, has been taken, not to terrify her by
punishment, or to make it so severe, as to tempt her to avoid it by
duplicity, as children so often do. When she has done wrong, her
teacher lets her know that she is grieved, and the tender nature of
the child is shown by the ready tears of contrition, and the earnest
assurances of amendment, with which she strives to comfort those
whom she has pained. When she has done any thing wrong, and
grieved her teacher, she does not strive to conceal it from her little
companions, but communicates it to them, telling them " it is
wrong" and says, " Teacher cannot love wrong girl." When she
has any thing nice given to her, she is particularly desirous that
those who happen to be ill, or afflicted in any way, should share

with her, although they may not be those whom she particularly
loves in other circumstances ; nay ! even if it be one whom she
dislikes. She loves to be employed in attending the sick, and is
most assiduous in her simple attentions, and tender and endearing
in her demeanor.

In her intellectual character, it is pleasing to observe an insati-
able thirst for knowledge, and a quick perception of the relation of
things. In her moral character, it is beautiful to behold her con-
tinual gladness — her keen enjoyment of existence — her expansive
love — her unhesitating confidence — her sympathy with suffering —
her conscientiousness, truthfulness, and hopefulness.

No religious feeling, properly so called, has developed itself; but
she has shown a disposition to respect those who have power and
knowledge ; and to love those who have goodness ; and when her
perceptive faculties shall have taken cognizance of the operations
of nature, and she shall be accustomed to trace effects to their
causes, then may her veneration be turned to Him who is almighty,
her respect to Him who is omniscient, and her love to Him who is
all goodness and love !

BOSTON RECORDER.

FRIDAY, JULY 1, 1842.

THE DEAF, BLIND, AND DUMB GIRL.

Our readers are familiar with the history of
Laura Bridgman,"the Deaf and Blind pupil of Dr.
Howe at the Massachusetts Perkins Institute for
the Blind, whose mental developement under such
apparently insurmountable embarrassments has
been watched with so much interest. At the
time she entered the Institution she was totally
blind and deaf, deprived of the power of speech,
and she was put upon a course of instruction
and her progress was at once wonderful and the
object of deep interest.

The following extract from Dr. Howe's last re-
port shows the progress of his important exper-
iment:

Her curiosity is insatiable, and by the cheerful
toil and patient labor with which she gleans her
scanty harvest of knowledge, she reproves those
who having eyes see not, and having ears hear not.

She one day found a blank notice printed in
raised letters, running thus : — ' Sir, there will be a
meeting of trustees, &c. Yrs., respectfully,' &c.
She ran eagerly to her teacher, saying, What is
Sir, what is trustees, what is respectfully, what is
Yrs ? The journal says, " I defined sir and yours;
she received my explanation of sir without com-
ment ; and when I told her yrs. meant yours, she
remarked, " Like thine." I could not decide how
to explain respectfully, but told her she must
wait till after dinner. After more thought, I de-
cided it was not best for me to attempt it, and
said, I would teach her when she was tall, or she
might ask the doctor. She seemed very sad,
and said, " I will ask the doctor, for I must know."

When I had been absent from home a month,
she was told I should be back in a month
more : she said, " Doctor will not come for four
weeks ; four weeks and four weeks make eight
weeks ; he is going to make many schools." She
then asked, " Will there be deaf boys and girls
too in the schools ? Will doctor be very tired ;
does he stay to take care of many little blind girls?"

Laura is interested in conversation of a gener-
al nature ; talking of vacation, she makes unu-
sually long sentences, — "I must go to Hanover
to see my mother ; but no, I shall be very weak
to go so far ; I will go to Halifax if I can go with
you. If doctor is gone, I think I will go with
Janette: if doctor is at home, I can not go, be-
cause he does not like to be left alone ; and if
J — is gone he cannot mend his clothes and fix
all things alone."

If this dear child's life should be spared, not
only will she be able to comprehend sentences,
but to do what is more important— she will fur-
nish argument stronger than cold philosophy can
bring to refute materialism, and to assert the na-

tive power of the human soul which can strug-
gle up against such obstacles, and from such ut-
ter darkness, until it sports joyously in the light
of knowledge. • * * *

But to return to her notion of death, which
leads us rather from the intellectual to the moral
part of her nature. The attachment to life is
such a strong and universal feeling, that if any
thing deserves the name of an innate sense, this
certainly does, ft acts, however, instinctively
and blindly, and I doubt not, influences Laura's
feelings, and causes her to shrink from any thing
which may alarm her love of existence by sug-
gesting that it may cease. It appears she had
been carried to a funeral, before she came here,
though I could never obtain any satisfactory ac-
count from any one of the impressions it made
upon her ; indeed, it was impossible then to do
any thing more than to guess, from her appear-
ance, what was passing in her mind. She can
now herself describe the feeling that then agita-
ted her on touching for the first time a corpse.
She was acquainted with two little girls, sisters
in Cambridge, Adeline and Elizabeth. Adeline
died during the year before last. Not long since
in giving her a lesson in geography, her teacher
began to describe Cambridge called up a new
subject, and she asked, " did you see Adeline in
box ?" I answered, yes. " She was very cold
and not smooth ; ground made her rough." I
tried to change the subject here, but it was in
vain ; she wished to know how long the box was,
&c. she said, " Drew told me about Adeline ; did
she feel ? Did Elizabeth cry and feel sick about
it?" She then drew in her hands shudderingly,
as if cold. I asked her what was the matter.
She said, " I thought about (how) I was afraid to
feel of dead man before I came here, when I was
very little girl with my mother; I felt of dead
head's eyes and nose ; I thought it was man's ; I
did not know." Now, it is impossible that any
one could have said any thing to her on the sub-
ject; she could not know whether the state the
man was in was temporary or lasting ; she knew
that there was a human being, once moving and
breathing like herself, but now confined in a
coffin, cold, and still, and stiff, — in a state which
she could not comprehend, but which nature made
her recoil from.

During the past year, she all at once refused to
eat meat, and being asked why, she said, "be-
cause it is dead." I pushed the inquiry, and
found she had been in the kitchen, and felt of a
dead turkey, from which she suddenly recoiled.
She continued disinclined to eat flesh for some
weeks, but gradually she came to her appetite
again ; and now, although she understands that
fowls, sheep, calves, &c, are killed to' furnish
meat she eats with relish.

Thus it appears that, like other human beings,
she has that instinctive attachment to life which
is necessary to its preservation, and which makes
her shrink from any thing that reminds her of its
possible extinction, without nevertheless its being
so strong as seriously to mar her enjoyment of
existence. * * * *

The developement of her moral nature during
the past year has been such as her previous

sweetness of temper, benevolence and thought-
fulness, led me to expect. She has shown very
great inquisitiveness in relation to the origin of
things. She knows that men made houses, furni-
ture, &c. but of her own accord seemed to infer
that men did not make themselves, or natural ob-
jects. She therefore asks " who made dogs, hor-
ses and sheep." She has got from books, and per-
haps from other children the word God, but has
formed no definite idea on the subject.

THE ATHEN^UM

LONDON, SATURDAY, OCTOBER 22, 1842.

REVIEWS

American Notes for General Circulation. By
Charles Dickens. 2 vols. Chapman & Hall.

When the public has devoured the scenes, cha-
racters, and dialogues in this book, it will be
time enough to award to ' Boz' his peculiar place
among the English tourists to America. For the-
present, then, we merely offer ourselves as tasters,
— extracting from this eagerly-expected book as
copiously as time and space will allow, and
leaving criticism for some future dav.

We shall pass Mr. Dickens's notes on the
public institutions at Boston. He describes at
length the interesting case of Laura Bridgman,
the deaf, dumb, and blind child, which has
already been laid before our readers too fully
to demand attention anew. Nor shall we quote
his account — reported with the true Pickwick
accuracy — of the sermon of Father Taylor, be-
cause that good man, and the peculiar nature of
his pulpit eloquence, were, if we recollect right,
vividly presented to us by Miss Martineau. On
his way to Lowell, a rail-road journey gives Mr.
Dickens an opportunity to describe one phase of
Transatlantic travelling and scenery.

THE

YOUTHS' MAGAZINE;

lEbangdual JWtecellanB

JULY, 1843.
"I WANT TO SEE."
I do not remember ever to have heard or read a more affecting
use of these four words, than during a passing visit to the Blind
Institution, at Boston, Massachusets, in the spring of last year.
There is in that institution, a poor child, whose name and
singular history are well-known even on this side of the Atlantic,
from the fact of her being blind, deaf, dumb, and almost without
the faculty of smelling.* She is, nevertheless, cheerful and in-
telligent, and has made such progress in the usual branches of
education, that she can not only read, but write fluently and
correctly. A slip of paper being handed to her, in my presence,
she inscribed on it in pencil, with her own hand, the short, but
touching paragraph here given in fac-simile.

V l urn cl" in \j u a UaU
uu.lu'^u lavish am an

*A full account of Laura Bridgman is given in our volume for 1841, pp. 207, 233, 265.

" / want to see." 225

You will not read it, I dare say, as rapidly as she wrote it : its
purport is —

"I want to see deaf, and dumb, and blind Julia Brace in Hartford,

Laura Bridgman."

Poor Julia Brace, as you will suppose, is another child simi-
larly affected, whose case has excited nearly equal interest with
that of Laura Bridgman.

Had this expression been written down by any child blessed
with the use of all her faculties, but still yearning for communion
with one of her old associates, or with some other child of con-
genial spirit, there would have been in it something to stir the
feelings, or awaken the sympathies of our common nature, but
coming as it did, from a poor, afflicted little creature, laboring
under such accumulated and painful visitations as the loss of
sight, speech, and hearing— from whom " wisdom was shut out,"
not by one entrance only, but by many ; it told upon my heart
in a manner that was inexpressibly affecting ; and made me more
than ever grateful for my own mercies, and humble at the
thought that I had made of them so little and such unprofitable
use.

/ want to see! wrote the poor blind child of Boston. No
doubt, that in her inmost soul she felt the power of that expres-
sion. The loss of one of God's best blessings had made her
exquisitely sensitive to its value, and yet it is a common — an
almost universal blessing — of which thousands, and tens of thou-
sands, think but lightly. Startling as such a fact may seem, I
could point out amongst my own limited acquaintance, many
who, if we may judge by their actions, or rather, their inaction,
really do not want to see! Some shut their eyes through igno-
rance, some through indolence, some through prejudice, and
others from a variety of causes, not the least common of which is
the pride inherent in the unrenewed heart of man.

I want to see ! is net their language ; for they do not know or
care how many things deserving their attention are above, around,
and underneath them. If the mind have not been led out — and
this is the meaning, both in letter and spirit, of the word educa-
tion—it will lie coiled up within itself, useless, because unin-
formed ; and inactive, because it has no curiosity to know any-
thing either about itself, or the world around us. When God

226 " / want to see"

expressly tells us that he has given the earth to the children of
men, is it not a crying sin that they are so little anxious to
observe what is passing upon its surface, or going forward within
its deep recesses ? And yet what numbers are there who never
say, " I want to see I" with reference to any of its natural,
moral, intellectual, or spiritual wonders?

It has ten thousand times ten thousand natural wonders, all
of which it is intended should be seen. Our young friends may
learn a great deal even before they are able to read, by a proper
use of the eye and the understanding. It was God himself who
gave the first " lessons on objects" which were ever given ; and
his Holy Word is full of the most beautiful examples of this
kind of teaching. Our kind Saviour, when he was on earth,
looked round with a tutor's eye upon the lilies of the field, the
tares, and the wheat, or the vine whose leafy branches over-
shadowed the courts of those houses where he sojourned, and
drew from them the most affecting and heart-warming images.
From all nature, animate and inanimate, the God of nature has
inculcated lessons of love, which he has written for our instruc-
tion in that book for all time and every season — the Word of
Truth. If you go into a collection of paintings or of models at
any time, you can see, and admire, and partly understand the
pictures or the machinery ; but you want the catalogue, and
some kind friend to read or to explain it, before you can bring out
the full beauties of the exhibition. The Bible is God's catalogue,
and a matchless one it is, when the Holy Spirit, like the friend I
have referred to, explains it in all its power and beauty to the
anxiously-enquiring mind.

But, dropping the spiritual application of this remark, you do
not want to see — you do not ask to be taught anything about
the wonderful exhibition, in the very heart and centre of which
God has placed you. Books do but reflect back the glories of
this exhibition ; and yet you pore over them as if they were the
sources of all real information. A man obtained celebrity some
time since by his wonderful imitation of the notes of the night-
ingale, and every one flocked to hear him. But an individual,
with more common sense than the generality, being asked to go
too, answered with characteristic shrewdness — " No, I thank ye,
I can hear the nightingale itself." Few, however, especially

" / want to see." 227

among our youth, act upon this principle ; they would rather pay
attention to the imitative notes of a book, than the tongues that
are to be found in trees, or the sermons preached by stones.

Do you want to see any of the moral wonders, which are to be
found even in the limited sphere of your own acquaintance ? God
sets them before you that you may study them : he tells you to
mark the perfect, and to behold the upright man ; to see all that
is worthy of admiration in him, and to grow wiser and better by
it. You may find men in business who though they do not even
profess and call themselves Christians, are honest, and consistent,
and trustworthy, and kind, and generous, even to a greater extent
than others who say they make the Bible the rule of all they do.
The children of the world are often not only wiser, but more
straight-forward and amiable than the children of light. You
should want to see these — to copy these.

There are a great many intellectual wonders ; men of great
minds, who think out, and plan, and execute great things —
liberal things — things which may benefit thousands of their fel-
low-creatures. Learn, if you can, the history of their minds; if
you know of any such, ask them how they have informed, and
schooled, and disciplined their intellects ; or if you cannot per-
sonally converse with them, read the best biographies you can
obtain. Great minds are not made by chance, they want proper
food, and training, and experience ; and by the help of these,
rightly proportioned and administered, your own mind may be
made to grow, as well as those of others. Facts make great ;
but you will never obtain these, unless you are taught to cry out
with all the force and feeling of the poor blind girl of Boston —
" J want to see /"

A word or two about spiritual wonders. With respect to these,
our case is even worse than that of poor Laura Bridgman. We
have all her blindness, without the painful sense of it, which
made her wish to see. We are content to remain blind to holy
things ; and yet there are greater wonders in the world of grace
than in every other department of God's government. Is it
nothing to see Christ — to be admitted to the secret place of the
Most High — to the covert of his wings — the glory of his presence
— the smile of his ineffable, his inextinguishable love ? Is it no-
thing to see heaven opened, to mount up as on the wings of

228 " I want to see."

eagles, and hold communion with the spirits of the just made
perfect, with the Mediator of our fallen race, and the innumera-
ble company of angels who cease not day nor night to cry, Holy,
Holy, Holy, is the Lord God of Sabaoth ? Is it nothing to walk
through this wide howling wilderness with the light, and fra-
grance, and hoi}'- joy of that better country, a glorious atmos-
phere around us, and a quenchless glow within ? Is it nothing
when the world has tried and wearied us ; and again, and again,
we have found all to be vanity and vexation of spirit, to carry
our sorrows to the foot of the Cross, and see the angel of the
Lord do wondrously as he ascends in the altar-flame which bears
at once our prayers to heaven, and consumes or dissipates all our
unholy and impatient griefs ? Is it nothing when philosophy
and science have brought us to the threshold of the truth, to be
permitted to go farther than the wisest of the world's wise men ;
and by the new and living way, peculiar to the saints of God,
approach his awful presence, and see in his unerring counsels, the
why and wherefore of Creation's mysteries ? Is it nothing, when
all the world professes to be looking for treasures of wisdom and
knowledge, to be told where they are hidden, and not only
directed, but endued with ability, to find them all in Christ
Jesus ?

O ! with what rapturous energy the child, whose eyes are just
opened to a dim and shadowy prospect of the truth, exclaims —
" I want to see /" How he longs to go on from strength to
strength, from joy to joy, from glory to glory!

Is this the reader's case ? If not, depend upon it, all is wrong.
If you see in Christ no beauty that you should desire him, your
eyes are still "holden;" they have not been touched with the
unction from the Holy One — you are blind, spiritually blind ;
ignorant of the way of peace ; an alien from the commonwealth
of Israel; a stranger to the covenant of promise. Come then to
him who counsels you, without money and without price, to buy
" eye-salve that thou may'st see" — to ask his anointing and en-
lightening power ; and to this end search the Scriptures, for
these are they which testify of Christ. G.

Stye €l)ri0ttcm ItJorU*.

1 Fling, fling the wayside seed,

Give it a firm God-speed :
What though more tempting plantage round it shoot?

Thy hope hath readied its goal,

If one wayfaring soul
Pluck healing virtue with the" wholesome fruit.'

BOSTON, SATURDAY, APRIL ID, 1845.

THE BLIND AT SOUTH BOSTON.

The annual report of the asylum for the blind
at South Boston, has just been published. The
present number of pupils is eighty-two, and the
usual course of study, music, and manual labor,
has been pursued during the year without inter-
ruption by sickness or death. The erection of
a new workshop is spoken of as 'a principal
event in the history of our little community,' —
a measure rendered necessary, say the trustees,
'by the conviction which has been forced upon
us during the experience often years, that most
of the blind must abandon the hope of earning
a livelihood by any easier way than that of
handicraft work.' An acquaintance with such
work is deemed an essential part of the educa-
tion of the blind, though they are said to be
much less fond of this than of study. We had
not before been aware of their fondness for
books and mental exertion. 'Many of them,'
says the report, 'absolutely hunger and thirst
for knowledge; the voice of an instructer is
never unheeded ; they catch with greedy ears
what falls in conversation ; they listen with in-
tense interest to the reading of newspapers or
books; some of them would go on all day long
with study, forgetful of exercise or recreation,
and if nature should flag at night, the sound of
music would arouse them to new delights which
they would fain enjoy until morning.'

Dr. Howe's statements respecting the deaf
and blind mutes, Laura Bridgman and Oliver
Caswell, occupy a considerable portion of the
report. Laura enjoys excellent health, and her
figure is well proportioned, strong and graceful.
Several of her compositions are given, to show
her improvement in the knowledge and use of
language. We quote only the following:

24th March, 1844.
' My Dear Mrs. Howe : — I want to see you
very much, I hope you are very well. Miss J.
is very well and happy, I think of you very,
very often. I was very much pleased to receive
a letter from you, and 1 liked it very much.

When you come home, I shall shake your hands
and hug and kiss you very hard because I love
you and am your dear friend. Miss J. is making
a nice worsted chair for you to please you very
much for a new house. I send much love to
you and a kiss. Are you very glad to receive
letters from me ? One night I dreamed that I
was very glad to see you again, and that I slept
with you all night. I hope that you do not for-
get to talk with your fingers. I am sad that
people are very idle and dirty and poor. I
write many letters to you because I love you
very much. My mother wrote a letter to Miss
J. that she was very sick and my little sister
was quite sick, but they are getting well. I am
very well. I am your dear friend. I try very
hard about America and Europe and Asia and
many other things. I can say ship, paper, doc-
tor, baby* tea, mother, and father, with my
mouth. My teacher always reads a story to
me : she is kind to me : she sets me a good ex-
ample.

My dear friend, good bye.

Laura Bridgman.'

Oliver Caswell, though Jess sprightly and for-
ward than Laura, is represented as a most inter-
esting lad. The great difficulty, says Dr. Howe,
is vanquished in his case; he has become
familiar with the outline and general purpose of
language, and he will now go on acquiring it in
geometrical progression. The following letter
was composed entirely by himself, and written
in a fair and legible hand :

'My Dear Mother: — I love you very much.
I will ride to see you after seventy-four nights.
I will be happy glad to see you, and father, and
. John, and Albert, and Henry, and sister* ] will
j ride to see you when warm summer will come.
I Philip will come ride me after seventy-four
days. I am very well. 1 am fifty-seven inches
high. I grow fast. 1 and James Coolidge walk
to grow fast much. Dr. Fisher will bring paper
picture* I bring paper picture to you. You
must put in glass paper picture. Boys and girls
will ride go in Boston State House. Six hun-
dred men to see boys. I will stay with you
twenty-five nights* Good bye. '

This to be sure is broken language, but when
we consider that the writer can neither see,
hear, nor speak, we shall feel that he has had
conferred upon him an unspeakable advantage,
and that an institution which imparts to such
minds a knowledge of the world they live in,
and sheds upon them the light of science and
religion, is worthy of being commended to the
prayers and patronage of a humane and Chris-
tian public. — Recorder.

THE

COMMON SCHOOL JOURNAL.

VOL. VII. BOSTON, MAY 15, 1845. No. 10.

LAURA BRIDGMAN.

[We continue, as in former years, the history of Laura
Bridgman. Independently of the intrinsic interest which the
story possesses for every philosophic and benevolent mind,
there are special and peculiar reasons why it should be studied
and pondered upon by every teacher. Having stated many of
these reasons, at some length, in former numbers of the Journal,
we present a history of her case for the last year without fur-
ther comment.

Subjoined, we shall also publish Dr. Howe's Report on Oliver
Caswell. — Ed.]

TO THE TRUSTEES.

Gentlemen :

I have the honor to lay before you the following Report \ipon
the history and instruction of Laura Bridgman.

In preparing it, I have introduced some speculations which
may appear trite or uninteresting to those conversant with
metaphysics; I have also indulged in some reflections upon
such points as seemed to have any bearing upon common
instruction, and these may seem trivial and unnecessary to
practical teachers. But in apology, let me say, that there is a
vast number of persons who take a deep interest in the case, who
are neither metaphysicians nor teachers, and they will perhaps
prefer even my crude speculations and reflections to a bald nar-
ration of facts.

To such let me say, in the first place, that nothing can show
in a more clear and forcible manner, than Laura's case, the dif-
ficulties to be overcome when we learn our vernacular tongue,
and the inferiority of artificial to natural methods in the acqui-
sition of language.

The difficulties in the way of the deaf mute are very great, —
so great indeed that we may safely say they are never entirely
overcome; because, although ingenious men by centuries of
labor have built up a beautiful system by which the mutes are
enabled to read, to write, and to converse with ease and with
pleasure, still they must, in spite of education, remain insensi-
ble to many of the charms of conversation, and the beauties of
style, both of prose and of verse. But this beautiful system is
addressed entirely to the eye, and poor Laura has no sight.

146 THE COMMON SCHOOL JOURNAL.

She has a good intellect ; she has been seven years under in-
struction ; her teachers have not been wanting in zeal and dili-
gence, and she has been herself untiring in her efforts, and yet
she is now on the verge of womanhood, without so much
acquaintance with language as a common child of six years
old. This often excites the surprise of visiters who have known
the history of her case for a long time, and have taken great
interest in it.

In truth, people seldom stop to reflect upon the nature of arbi-
trary language, upon its essential importance to the develop-
ment of the intellect, or upon the wonderful process by which
we gradually advance from the power of naming single objects,
to that of condensing many of them into one complex term ; —
from the Alpha of language, mamma ! — up to its Omega, Uni-
verse !

How much is asserted in the simplest sentence. — as this, for
instance; — "we might have been more truly happy had our
widowed father remained contentedly with us.3' Here is the
assertion of a plurality of persons ; of their condition in past
time ; of the fact of their having been moderately happy in the
society of their father; there is the negation of their entire hap-
piness; the implied doubt whether after all they would have
been happier; their relation as children; their regret at their
father's departure; of the father himself it is affirmed that
he had been with his children ; it is implied that he had been
married; that he had lost his wife, not by separation, but
by death ; that he was not contented to remain with his chil-
dren* that he had gone away from them; that he might have
remained with them, &c. &c.

When we reflect upon that principle of the mind which requires
that all possible objects, qualities and conditions must be linked
so closely with signs that the perception of the signs shall recall
them necessarily and instantly; and when we consider how
much is attained by young persons, who a few years ago could
hardly master baby's prattle, but who now have all the vast
sweep of thought, the great amount of knowledge, the degree
of reflection, of separation, and of generalization necessary to
comprehend such a phrase as

" Count all the advantage prosperous vice attains,
— 'Tis but what virtue flies from, and disdains ;"

we may say with the ancient, — "there is but one object greater
than the human soul, and that one is its Creator."

The space between the starting point of the infant and that
obtained by the mature man, is immense ; but our minds, aided
by language which give to them wings, skim swiftly and
delightedly over the whole, as the wild fowl flies from zone to
zone ; while Laura is like one of those birds shorn of its wings
and doomed to attempt the vast distance on its weary feet. If
persons will only make these reflections, they will be inclined
rather to wonder that she has gone so far, than to feel surprised
at her not having gone farther.

THE COMMON SCHOOL JOURNAL. 147

With these preliminary remarks, I proceed to a notice of her
progress during the year 1844.

I was in Europe during the first half of the year ; and the
most serious cause of regret which I have for my absence, is the
interruption which it caused in my supervision of her education.
It may be that I should not have been able to prevent all unfa-
vorable impressions upon her mind, even had I been always
here ; they were perhaps inevitable at her age, and with her
increased capacity for conversation with others; but at any rate
I should have tried.

Her teacher, Miss Mary Swift, has been faithful and indus-
trious ; and in the intellectual instruction she has shown great
tact and ability. Had all others been as discreet and wise as
she, we should not have to regret some impressions which the
child has received, and which I shall presently mention.

Her bodily health has been very good during the whole year.
She has increased in stature; and her figure, which is more fully
unfolded, is well proportioned in all its parts, and strong and
graceful. She continues to improve in the knowledge and use
of language, as will be shown by the following letters, which
were written solely by her ; and by the extracts from her teach-
er's journal, in which were recorded at the moment, and with
great exactitude, the very words she used.

24th March, 1844.
My dear Mrs. Howe:

I want to see you very much ; I hope you are very well. Miss J. is very
well and happy, I think of you very very often. I was very much pleased to
receive a letter from you, and I liked it very much. When you come home, I
shall shake your hands and hug and kiss you very hard because I love you
and am your dear friend. Miss J. is making a nice worsted chair for you to
please you very much for a new house. I send much love to you and a kiss.
Are you very glad to receive letters from me 1 One night I dreamed that I
was very glad to see you again and that I slept with you all night. I hope
that you do not forget to talk with your fingers. I am sad that people are
very idle and dirty and poor. I write many letters to you because I love you
very much. My mother wrote a letter to Miss J. that she was very sick, and
my little sister was quite sick, but they are getting well. I am very well. I
am your dear friend. I try very hard about America and Europe and Asia,
and many other things. I can say ship, paper, Dr., baby, tea, mother and
father with my mouth. My teacher always reads a story to me : she is kind
to me : she sets me a good example.

My dear friend good bye.

LAURA BRIDGMAN.

In another letter written soon after, she said :

"lam happy that your baby is so happy to see the bright light. I want
" you to come here now ; if you do not come quick, then I must send a long
" string to pull you over the sea to South Boston. I thought of you and Julia,
" and Dr. many times ; that they would love me very much, because I love
" them and you so much."

The following are extracts from the teacher's journal :

April 3d, 1844. — At nine, when Laura came down, she said, "my heart
beats very quick, it is sick." I asked what made it so. " Long ago, when
Drew was my teacher, my heart beat quick and ached, because I felt very sad
that Adeline died, and I did not know about going to Heaven." I asked her
if that made her heart ache now ? She said, " Monday I thought much about
my dear best Friend, and why I should die, and it made my heart beat quiek,

148 THE COMMON SCHOOL JOURNAL.

and I thought if I should know when he took my breath, and I tried to draw
breath and could not. Do you ever lose breath? " To change the conversa-
tion I said yes, when I run up stairs quickly. " I have lost part of the heart,"
said she ; " it is not so large as it was when I was small." I asked when she
lost hi "I think it went to my lungs. My blood ran quickly and made my
heart beat quickly."

April Sih. — At nine commenced the lesson by telling Laura about the Rail-
Road from St. Petersburgh to Moscow, and that they were going to have a
man from the United States to build it, and about the expense, distance, &c.
She asked how the people could get $4,000,000 to pay for it. This intro-
duced the Emperor Nicholas, his rank, office, &c, and from that she asked
what the man was called who took care of Americans ; told her about the Pres-
ident of the United States, his name and residence. I asked her if she re-
membered Harrison. At the time of his death, she saw several ladies with
crape on their arms, and she made one for herself. When I recalled this to
her mind, she asked why the people wore it. This introduced the subject of
wearing black in mourning, which she has never known anything about before.
While talking of Harrison I told her the people were sad because they could
not have him to take care of them. She said, " were they sad that he went to
heaven and was very happy there 1 " Promised her a continuance of the lesson
to-morrow.

One of her exercises consists in having a simple story read to
her, of which she is to give a version the next day in her own
language. Her first original composition, however, gives a
better idea of her use of language than her letters, in writing
which she has adopted too formal a style. The whole story is
of her own invention.

" There was a little girl named Jane Damon who lived in the country with
" Mrs. Damon. She was a very good and amiable, and was never cross any.
" Jane always obeyed her mother. One day she went with her mother to see
" her friends and they went to see beautiful flowers in the garden. When
" Mrs. Damon told Jane, you must go to school, she got ready as fast as she
" could. She had the books and writing in her own desk. Her teacher was
" very kind to her scholars. Her name was Miss Charlotte. Mrs. Damon
" gave Jane a beautiful present. Her sister asked what it was, and her mother
" said it was a ring called diamond stone in it. After a few days her mother
" took Jane to see her Grandmother and staid for one week. She had a
" very pleasant visit. Mrs. Damon had a little girl named Clara Damon, and
" Jane took good care of Clara while her mother was away a little while. It
" did not cry any for some milk, but Jane fed Clara with a spoon she loved
" her so much," &c.

Her teacher says,

Aug. 26th. — At eight she was talking about a variety of subjects, and
among the number, of sickness, — she said, " I was sick last year and my mind
was dizzy and I was much frightened in my heart." Then she wanted to
know the meaning of insensible, and of crucified. I thought I could give her
a general definition that would satisfy her as well as anything else, and I told
her it was to make a cross. She said, " Jane Damon crucifies the wires for
her basket, and winds the worsted on them." * I had to tell her she did not
understand it, and had better not use it. The next word was mingle, — defined
it by mix, — but she did not understand that any better. Gave her an example
of the use of the two words, and she said, " the drunkard mixes sugar and rum
to drink." Then she wished me to understand that she had not forgotten any-
thing and gave me a recapitulation, — " perish is to die, you told me last win-
ter,— machine, my writing board is a machine to write with ; require, is when
I tell you, you must mend my stockings. I require you to do them. I require
you to read my story to Jane Damon." She is still on the Globe, in Geogra-

* This shows the effect of giving an erroneous idea to a child, and illustrates the
manner in which error propagates itself. — £>.

THE COMMON SCHOOL JOURNAL. 149

phy, and studying the Zones. To-day, the lesson was to tell in what zone the
different countries in South America were ; which, with a great deal of diffi-
culty, she accomplished.

Mention was made in a. former Report of her disposition to
use the lungs and vocal organs. She still shows this ; and so
does Oliver Caswell, though to a much smaller extent than
Laura. The manner in which she uses these organs seems to
show their natural office, and would settle the question, (if it be
any longer a question,) whether they were destined by nature
to be the medium of intellectual communication among men ; or
whether they were selected from among other equally possible
means for interchange of thought, — as pantomime, arbitrary,
visible signs, &c.

When Laura feels any strong emotion, her chest is inflated,
the air is retained a moment, and then expelled with quickness
and force, and is often interrupted in its passage by the glottis,
tongue, or lips, thus producing a variety of interjections. The
fact of these broken sounds will be interesting to the philologist,
because they form the connecting link between natural lan-
guage and speech ; — two things sometimes confounded, but
which differ widely from each other. Natural language is the
servant of the heart ; speech is the handmaid of the intellect.

Deaf mutes generally, when they are moved by feeling, ges-
ticulate violently, and also make broken sounds with the vocal
organs, thus bringing in the adjuncts of speech, as we add ges-
tures to our language when we are excited.

Pains have been taken with Laura to suppress her disposi-
tion to make these disagreeable interjections, for although they
may be considered as parts of natural language, it is language
natural only in the rudest state of society, — in the lowest devel-
opment of intellect, and she is to live in a society where they
would be disagreeable. The correction, however, is not easy
to be made ; she may have been sometimes checked too abruptly,
and in a way to let her perceive that it was done rather for the
gratification of others, than for her own good; and children
always resist the unconditional surrender of their own will to
that of another, unless the summons be made in the irresistible
language of love, — which is the open sesame to every child's
heart.

Her teacher was one day talking with her on the subject,
and showing her the propriety of repressing these noises, when
she said, " she did not always try not to make them." Miss
Swift urged her reasons for wishing her to do so, when Laura
said, "but I have very much voice ! " This was the truth of the
matter; the nervous energy, which rapidly accumulated within
her while sitting still, found in this way a partial means of
escape ; and it was as hard for her to restrain it, as it is for lit-
tle boys who have "very much motion in them," to sit still in
school when unoccupied; the fluid accumulates within them
until it makes them uneasy, and they relieve themselves from
the pressure by suddenly pushing or kicking their neighbors,
or by some motion of the body which acts like the opening of a
safety-valve, and leaves them quiet for a while.

150 THE COMMON SCHOOL JOURNAL.

She was not inclined to give up the argument entirely, and
said in her defence, " God gave me much voice." She yielded,
however, and saw the reasonableness of the request, especially
as she had particular hours when she could make as much noise
as she wished to do. At such times she often goes into a closet,
and shutting the door, indulges herself in a surfeit of sounds.

Great interest has been manifested on all sides to know the
effect of religious instruction upon her mind, and not without
good cause. I have always thought it desirable, on many
accounts, to give her such ideas, and such only, on this and
other important topics, as she shall be able always to retain. It
is painful to be forced to relinquish ideas which by long posses-
sion have come to be regarded as much one's own, — as much a
part of one's self, — as one's property, or one's limbs. We defend
our religious, political, and other opinions with a zeal not pro-
portionate to their truth, but to the length of time and the close-
ness of intimacy with which we have associated them with our-
selves. When we have never contemplated the possibility of
their falsity, the refusal of others to admit them as true, and
still more, the attempt to destroy them, often excites as much
passion as would the protest of a draft, or an assault upon the
person. Some men may preserve their elasticity of mind, and
retain unimpaired their confidence in their last belief, after the
abandonment of several creeds, especially if blessed with self-
complacency ; but all cannot do so ; for if the soul have drifted
from several anchors in the storm of infidelity, it will hardly
rely even upon the best bower of faith, as perfectly sure and
steadfast.

It seems especially desirable that Laura should never be
obliged to remodel her faith. There is a moral in the story of
the boy, who, when the microscope first revealed to him the
minute and wondrous structure of one of his hairs, was sur-
prised and pained at not finding the number upon it. He had
believed literally that the hairs of his head were all "number-
ed ;" and being of a shy nature, he would not ask any explana-
tion, but allowed his faith in the Bible to be seriously impaired.
Laura can never use a microscope, but she will, by-and-by,
bring the magnifying power of mature judgment to bear upon
all that she now takes unhesitatingly from others as literal
truth; and I would that she might always find the number
written upon everything on which she had been led to look for
it.

But I have given, in former Reports, some of my reasons for
deferring this most important part of her education, and I need
not now repeat them; suffice it to say, that I wished to give her
only such instruction about religion and God, as she was pre-
pared to receive and understand, so that her moral and religious
n,ature should be developed pari passu with her intellect. It
was delightful for me to find that, without any particular direc-
tion being given to it from without, her mind naturally tended
towards the causes of things, and that, after an acquaintance
with the extent of human creative power, she perceived the ne-
cessity of superhuman power for the explanation of a thousand

THE COMMON SCHOOL JOURNAL. 151

daily recurring phenomena. She could not indeed, like the
poor Indian, "see God in clouds and hear Him in the wind,"
but then He was manifest in the springing grass, the bursting
flower, and the ripening fruit. The genial sun, the falling rain,
the driving snow, — these, and countless other things which
became known to her by her single sense, made her aware of a
power transcending the power of man. It would have been
more delightful still to lead her wondering mind to the percep-
tion of the higher attributes of God, as her capacity for such
perception was unfolded, until, her moral nature being fully
developed, she might have been as much impressed with love
for his tender mercies as she had been with wonder at his
Almighty Power.

I am aware that many will say it is impossible that Laura,
ignorant as she is, should have by herself conceived the exis-
tence of God, because it is said that of the thousands of deaf
mutes who have been received into the Institutions of this coun-
try, no one ever arrived at that truth unaided.

Now there is very great vagueness in such general negations.
The words can be taken in various senses, and are difficult to
be proved in any. It may be said that no man ever arrived at
the knowledge of the fact that ten and ten make twenty, by the
unassisted efforts of his own mind; for if he had never associated
with other human beings, he would probably never have per-
ceived that relation between numbers.

The words "knowledge of God" may also be understood in
different ways. If a child ascertains that tables and chairs and
carpets; houses, ships, and machinery; carriages, tools, watches,
and a thousand other things, are made by men, and then infers
that the sun, moon, and stars, the hills, rivers, and rocks, must
have been created, but could not have been made by man, — •
that child has an idea of the existence of God ; and when you
teach him the three letters, G-O-D, you do not make to him a
revelation of God's existence, you only give to him a name for
a power the existence of which he had already conceived in his
own mind. We teachers are apt to overrate our own efforts ;
let us attempt to convey a knowledge of abstract truths to par-
rots and monkeys, and then we shall know how much is done
by children, and how little by ourselves.

It is in this sense that I mean to be understood when I say
that Laura Bridgman of herself arrived at the conception of the
existence of God.

Unless there has been some such intellectual process in a
child's mind, the words, God, Deity, &c, must be utterly
insignificant to it. We pronounce certain words with great
solemnity and reverence, and the child perceives and under-
stands our manner, for that is the natural language of our feel-
ings ; he imitates us, and the repetition of the words will ever
after, by association of ideas, call up in his mind the same vague
feelings of solemnity and reverence ; but all this may be unac-
companied by anything like an intellectual perception of God's
existence and creative power.

It will be said that children three years old will repeat

152 THE COMMON SCHOOL JOURNAL.

devoutly the Lord's prayer, and tell correctly what God did on
each of the six days of creation ; but in so doing, they too
often take the name of the Lord in vain, and sometimes, alas !
worse than in vain.

Children wish to attach some ideas to every sign which is
given to them ; we give them words as signs of things, before
the capacity of understanding the things is developed in their
minds; they attach to the sign some idea, no matter how
inappropriate or grotesque, and there it remains trammelling
the thoughts, and preventing them from afterwards using the
words in a right sense. How vague is the idea which many
people attach to some words ! and of how much mischief to the
world has this vagueness been the source ! How long does it
take us to sever these ties ! how many of us go to our graves
without ever breaking a fibre of them, — without ever having
divested words of the crude ideas attached to them in child-
hood, or contemplated the things with the clear eye of reason !
We look with contempt upon a man who is instantly and
irresistibly moved to solemnity of feeling, and to acts of de-
votion by the bare sight of two pieces of wood nailed together
cross-wise, or by the elevation of the host ; but, how many
sounding words, which are insignificant in themselves, are din-
ned into our ears to excite our feelings, or overpower our
reason, in the same way that the sublime image is held up
before the eyes of our wondering brother.

It may be said that no human being can have any adequate
idea of God's attributes, and that therefore all we have to do is
to give Laura such ideas of Him as pious Christians form from
the study of natural and revealed religion ; but, I know not
what others may do, I cannot do this. Every man sees God
according to his own capacities* and his own nature; the
power of poor Laura's God must be weakness compared to the
strength of Newton's, who saw Him guiding the huge planets
along in their eternal course; the love of her God must be self-
ishness compared to the love of the God of Howard the philan-
thropist, who embraced in the arms of his affection the whole
human family ; but, so must the power and the love of the God
of Newton and of Howard, be weakness and selfishness com-
pared to those attributes as seen by the cherubim and seraphim,
each of whom see Him with a vision transcending that of the
other, all of whom see him with power transcending human,
but none of whom can see Him as He is.

I might long ago have taught the Scriptures to Laura ; she
might have learned, as other children do, to repeat line upon
line, and precept upon precept ; she might have been taught to
imitate others in prayer, but her God must have been her own
God, and formed out of the materials with which her mind had
been stored. It was my wish to give her gradually such ideas
of His power and love as would have enabled her to form the
highest possible conception of His divine attributes. In doing
this, it was necessary to guard as much as I could against
conveying impressions which it would be hard to remove after-
wards, and to prevent her forming such notions as would seem

THE COMMON SCHOOL JOURNAL. 153

unworthy to her more developed reason, lest the renouncement
of them might impair her confidence in her own belief.

But various causes have combined to prevent what seemed
to me the natural and harmonious development of her religious
nature; and now, like other children, she must take the con-
sequences of the wise or unwise instruction given by others. I
did not long hold the only key to her mind ; it would have
been unkind and unjust to prevent her using her power of
language, as fast as she acquired it, in conversation with others,
merely to carry out a theory of my own, and she was left
to free communication with many persons even before my
necessary separation from her of more than a year.

During my absence, and perhaps before, some persons more
zealous than discreet, and more desirous to make a proselyte
than to keep conscientiously their implied promise of not touch-
ing upon religious topics, — some such persons talked to her of
the Atonement, of the Redeemer, the Lamb of God, and of
some very mystical points of mere speculative doctrine. These
things were perhaps not farther beyond her comprehension
than they were beyond the comprehension of those persons who
assumed to talk to her about them; but they perplexed and
troubled her, because, unlike such persons, she wished that
every word should be the symbol of some clear and definite
idea.

She could not understand metaphorical language ; hence the
Lamb of God was to her a bona fide animal, and she could not
conceive why it should continue so long a lamb, and not grow
old like others and be called a sheep.

I must be supposed to mention this only as her faithful
chronicler, and to do it also in sorrow. If the poor child spoke
inadvertently on such topics, it was without consciousness of it,
and she was made to do so by indiscreet persons, not by any
communications of mine or of her teacher. We shall never
speak to her of Jesus Christ but in such a way as to impart a
portion at least of our reverence, gratitude, and love.

During my absence in Europe, I received from her several
letters, and among others, the following : —

Wh of March, 1844.
My Dear Br. Howe :

I want to see you very much, I hope that you will come to South Bos-
ton in May, I have got a bad cough, for I got cold when I came home, in
much snow with Miss Swift, but my cough is little better. When you
come home I shall be very happy to have you teach me in the Psalms
Book, about God and many new things I read in the Harvey Boy's Book
every Sunday. I am learning Asia now, I will tell you all about new
things to please you very much. Why do you not write a letter to me
often ? Do you always pray to God to bless me. 1 think of you often.
I send a great deal of love to you and Mrs. Howe. I shall be very happy
to see you and her when you come home. I always miss you much. All
the girls and I and Lurena had a very pleasant sleighing seven miles to a
hotel. We had nice drink of lemon and sugar and mince pie and sponge
cake. Governor Briggs came twice to see us and the blind scholars. We
are all well and happy and strong. I have not seen you for ten months,
that is very long. I wrote a letter to Governor and he wrote a letter to
me long ago. Mr. Clifford is a Dr. now to cure his wife. I wrote a
letter to her. I want you to write a letter to me» Miss Swift sends her

154 THE COMMON SCHOOL JOURNAL.

love to you. Are you in a hurry to see me and J. again ? I would like to
live with you and your wife in a new house, because I love you the best.
All folks are very well and happy. I want you to answer my last letter to
you about God and Heaven, and souls and many questions.
My dear friend, good bye.

LAURA BRIDGMAN.

In reply I wrote to her as follows : —
My Dear Little Laura :

Mrs. Howe has a sweet little baby ; — it is a little girl ; we shall call her
Julia ; she is very smooth, and soft, and nice ; she does not cry much,
and we love her very, very much. You love her too, I think, do you not ?
But you never felt of her, and she never kissed you, and how can you
love her ? It is not your hands, nor your body, nor your head, which
loves her, and loves me, but your soul. If your hand were to be cut off,
you would love me the same ; so it is not the body which loves. Nobody
knows what the soul is, but we know it is not the body, and cannot be
hurt like the body ; and when the body dies the soul cannot die. You ask
me in your letter a great many things about the soul, and about God ; but,
my dear little girl, it would take very much time, and very many sheets of
paper to tell you all I think about it, and I am very busy with taking care
of my dear wife ; but I shall try to tell you a little, and you must wait
until 1 come home, in June, and we will talk very much about all these
rhings. You have been angry a few times, and you have known others to
be angry, and you know what I mean by anger ; you love me and many
friends, and you know what I mean by love. When I say there is a spirit
of love in the world, I mean that good people love each other ; but you
cannot feel the spirit of love with your fingers ; it has no shape, nor body ;
it is not in one place more than in another, yet wherever there are good
people, there is a spirit of love. God is a spirit ; the spirit of love. If
you go into a house, and the children tell you that their father whips them,
and will not feed them ; if the house is cold, and dirty, and everybody is
sad and frightened, because the father is bad, and angry, and cruel, you
will know that the father has no spirit of love. You never felt of him, you
never had him strike you, you do not know what man he is, and yet you
know he has not the spirit of love, — that is, he is not a good, kind father.
If you go into another house, and the children are all warm, and well fed,
and well taught, and are very happy, and everybody tells you that the
father did all this, and made them happy, — then you know he has the spirit.
:»f love ; you never saw him, and yet you know certainly that he is good,
•id you may say that the spirit of love reigns in that house. Now, my
-tear child, I go all about in this great world, and I see it filled with beau-
tiful things, and there are a great many millions of people, and there is food
for them, and fire for them, and clothes for them, and they can be happy
if they have a mind to be, and if they will love each other. All this world,
and all these people, and all the animals, and all things, were made by
God. He is not a man, nor like a man ; I cannot see Him, nor feel Him,
any more than you saw and felt the good father of that family ; but I
know that He has the spirit of love, because He too provided everything
to make all the people happy. God wants everybody to be happy all the
time, every day, Sundays and all, and to love one another ; and if they
love one another they will be happy ; and when their bodies die, their
souls will live on, and be happy, and then they will know more about
God.

The good father of the family I spoke to you about, let his children do
as they wished to do, because he loved to have them free ; but he let them
know that he wished them to love each other, and to do good ; and if they
obeyed his will they were happy ; but if they did not love each other,
or if they did any wrong, they were unhappy ; and if one child did wrong
it made the others unhappy too. So in the great world. God left men,
and women, and children, to do as they wish, and let them know if they
love one another, and do good, they will be happy ; but if they do wrong,
they will be unhappy, and make others unhappy likewise.

I will try to tell you why people have pain sometimes, and are sick, jand
die ; but I cannot take so much time and paper now. But you must be

THE COMMON SCHOOL JOURNAL. 155

sure that God loves you, and loves everybody, and wants you and every-
body to be happy ; and if you love everybody, and do them all the good
you can, and try to make them happy, you will be very happy yourself,
and will be much happier after your body dies than you are now.

Hear little Laura, I love you very much. I want you to be happy and
good. I want you to know many things, but you must be patient
and learn easy things first, and hard ones afterwards. When you were a
little baby, you could not walk, and you learned first to creep on your
hands and knees, and then to walk a little, and by-and-by you grew
strong., and walked much. It would be wrong for a little child to want to
w Ik very far before it was strong. Your mind is young and weak, and
cannot understand hard things, but by-and-by it will be stronger, and you
will be able to understand hard things ; and I and my wife will help
s Swift to show you all about things that now you do not know. Bo
p.itient, then, dear Laura ; be obedient to your teacher, and to those older
than you ; love everybody, and do not be afraid.

Good bye ! I shall come soon, and we will talk and be happy.

Your true friend,

DOCTOR.

Before receiving this, she wrote me again, as follows : —

My very Dear Dr. Howe :

What can I first say to God when I am wrong ? Would He send me
good thoughts and forgive me when I am very sad for doing wrong ?
Why does he not love wrong people if they love him ? Would he be
very happy to have me think of Him and Heaven very often ? Do
you remember that you said I must think of God and Heaven ? I want
you to please to answer me to please me. I have learned about great
many things to please you very much. Mrs. Harrington has got a new
little baby eight days last Saturday. God was very generous and kind to
give babies to many people. Miss Rogers' mother has got baby two
months ago. I want to see you very much. I send much love to you. Is
God ever ashamed ? I think of God very often to love Him. Why did
you say that I must think of God ? You must answer me all about it, if
you do not, I shall be sad. Shall we know what to ask God to do ?
When will he let us go to see Him in Heaven ? How did God tell people
that he lived in Heaven ? How could he take care of folks in Heaven and
why is he our Father ? When can he let us go in Heaven ? Why can
not He let wrong people to go to live with Him and be happy ? Why
should he not like to have us ask him to send us good thoughts if we are
not very sad for doing wrong ?

I give the following extract from my own journal, as a
specimen of the method of conversing with her on such
subjects : —

In talking with Laura to-day, on the subject of the Deity, I
said, How do men make bread? "From wheat." How
do they make wheat? "They cannot make wheat," said
she. Then how do they get it? said I. "God makes it
grow." Why? "For man to eat," said she. I then
explained to her that some birds and animals eat grain, and
asked, — Why does God give it them? She said, "To make
them happy." But does He love them? said I. "No," said
she ; " they have no souls."

I then told her there are some beautiful islands on the globe,
where the sun shines clearly and warmly; where there are
rich meadows, and sweet flowers, and tall trees, and shady
groves; where the brooks run merrily down the hills, and
where there is plenty of delicious fruit and nutritive plants;
that these islands are never visited by man, yet nevertheless,
that thousands of birds are singing in the branches, and re-

156 THE COMMON SCHOOL JOURNAL.

joicing over their little ones ; that the young animals are frolick-
ing on the soft grass, and the old ones looking on them with
silent joy; that the fishes are swimming briskly about in the
clear streams, and leaping out sportfully into the air, and that
all this has been going on thousands of years. After thus
trying to give her as vivid a picture as I could of the happy
inhabitants of these peaceful isles, I asked her who made such
beautiful places? She said, "God." But for what did He
make them? "To make the animals all happy," said she,
and added, of her own accord, "God is very good to make
them happy." She then meditated a little, and said, "Can
they thank Him?" Not in words, said I. I then went on
to show her that He had no need of thanks in words ; that He
did not do these good things in order to be thanked, when she
stopped me by asking, "why He did not give them souls?"
I tried to explain how much of reason and sense they really
possess, and how grateful all of God's children should be for
what they have, without asking why it was not more, when
she said suddenly, "Why is God never unkind or wrong?"
I tried as well as I could to explain the perfection of God's
character, and its freedom from human frailties; but, alas ! how-
vain is the effort, when neither teacher nor pupil have any
other standard than human littleness by which to measure
God's greatness.

There is this constant difficulty with her, (and is it not
one too much overlooked in the religious instruction of other
children?) that being unable to form any idea of virtue and
goodness in the abstract, she must seek it in the concrete ; and
her teachers and friends, frail and imperfect beings like herself,
furnish the poor impersonations of the peerless attributes of
God.

This difficulty might have been avoided, I think, by the plan
which I had marked out for the orderly development of her
intellectual faculties and moral sentiments, and which was
simply to follow the natural order ; but since that plan has
been marred by the well-meant officiousness of others, there re-
mains only to remedy, as far as we can, what we cannot cure
entirely, — the bad effects of ill-timed direction of her thoughts to
subjects too far above her comprehension.

After the conversation related above, I went on to illustrate,
as well as I could, the differences between human and divine
care of animals. I said, why does man take care of a cow,
and get hay into his barn to feed her in winter? " Oh !" said
she, "to get her milk !" Why does he take care of his horse,
and keep him covered with a warm blanket, and feed him?
"That is to ride him well," said she. Why do people keep
cats, and feed them? "To catch mice!" Why do farmers
take such good care of sheep? "To get wool." But when
the cow and the sheep are old, and cannot work, what does
man do? "He kills to get meat." Well, said I, why does
God make the grass to grow in the meadow, and let the
cow eat it, — does He want her milk? "No, no!" said she.
Does He need the wool of the sheep ? " No, no ! " replied

THE COMMON SCHOOL JOURNAL. 157

she, vehemently, — " He does not want anything !" Presently
she said, u How do men know whether cows are willing to give
them their milk?" I said, They do not know, and do not care.
She mused awhile, as is her wont when talking on a new subject,
and said, — " The little lambs and young animals play, why do
not sheep love to have their pleasure?" I explained how they
had pleasure in giving milk to their young ; how they loved to
eat the tender grass, and lie in the shade. She seemed to have
another difficulty, and said, — " Why do cats want to kill mice ?
they have no love !"

To answer this question, it would have been necessary to
open up the whole of that wonderful and benevolent scheme by
which God, through the agency of death, bestows the blessings
of existence upon myriads of generations, instead of upon a
single one ; and this scheme, like many others, can only be fully
explained to her when her reasoning powers are fully de-
veloped.

There are a great many things with the existence of which
most young persons become familiar, but of which, Laura, as
yet, knows nothing; such as wars, and fightings, crimes of
various kinds, severe accidents, and awful deaths.

Not long ago, allusion was made, incidentally in conversation
with her, to murder and capital punishment, when she instant-
ly asked, with much eagerness, and with an expression of
horror, why a man would kill another? The explanation was
painful, and probably unsatisfactory ; but not more so than that
which followed, of capital punishment. She was perplexed to
know why men should kill the murderer : and her simple ques-
tion amounted to asking why they try to remedy one evil deed
by perpetrating a like deed ; it was as forcible as if put by
Beccaria himself; nor could I answer it, except by assuming
the homoeopathic axiom, that "like cures like."

It may be remembered that in the Report of the year before
last, mention was made of an instance where she was led
by strong temptation, to tell an untruth; and of the deep regret
and repentance which she manifested when she found how
much wrong she had done to herself, and how much grief she
had caused her friends. It seems that the lesson has not been
forgotten, for I find the following record in the teacher's
journal : —

" At nine, talked with Laura an hour. She asked, ' Do you remember
about the woollen gloves that I had two years ago ? and that I hid them
and told lie about them, because I did not like them r' She talked of
nothing but this the whole hour ; said she was sorry she did so, and that
the reason was, because she preferred to wear kid gloves. She spoke ot
her work yesterday, and I told her she was very industrious to knit so
much. She appeared very happy, and told me she would try to be very
gentle all day, and not tire me, because I was very weak and sick."

We have not been so fortunate, however, as to avoid all
explosions of passion, but I am constrained to say, I think that
is less her fault than ours. The following record in her
teacher's journal, I read with grief equalled only by surprise : —

February <2nd, 1844. At twelve, I was talking with her in the school-

158 THE COMMON SCHOOL JOURNAL.

room, about the different kinds of coal, and the manner of making char-
coal ; — we had just commenced the latter subject, when I noticed that she
had left her handkerchief upon the desk. I have always objected to this,
and told her to keep it in her desk. She has never refused to do it,
though I have noticed frequently that she did it with great reluctance, but
have never spoken to her on the subject afterwards. To-day, when I
told her to put it in the desk, she hesitated as usual, and put it in her lap,
saying, " I prefer to put in rny lap," and then held up her hand for me to
go on with the story. I said, " I told you to put it in the desk, and now I
want you to do it." She sat still for about two minutes, and then lifted
the lid very high, threw the handkerchief into the desk, and let it fall with
such a noise as to startle all in the schoolroom. Her face was growing
pale, and she was evidently getting into a passion. [This was the moment
to cease urging her, and to leave her to herself for awhile.] Whenever I
have seen anything of this kind, the question, — Are you angry ? — has
always recalled her to her senses ; but now she answered, " I am very
cross." I said to her, " I am very sorry, — and I am sorry you shut
the desk lid so hard ; I want you to open it again, and take your handker-
chief to put it in gently." Putting on a very firm look, she said, " I will
take it out to wipe my eyes," — meaning, but not to mind you. I told her,
I wanted her first to put it in gently. After a moment's hesitation,
she took it out and let the cover slam as before, and then raised it to wipe
her eyes. [Here she should have been taken to her room, and left to her
own reflections.] I said No, decidedly, and took her hand down gently.
She sat still awhile, and then uttered the most frightful yell that I ever
heard. Her face was perfectly pale, and she trembled from head to foot.
I said, " You must go and sit alone." One second she clung to my dress,
[here was another critical moment, which should have been improved,]
and then went quietly out of the room.

At dinner time, I led her to the table, without speaking, and after that,
gave her a chair to sit by herself, without work. Instead of looking
troubled, as she generally does after having done anything wrong, she
assumed an expression of indifference, and talked to herself a little,
and then feigued sleep. When she had taken tea, I asked her if she
thought she could do as I told her to do this morning, if I let her go to the
schoolroom. She said she would. I led her in, and she did it very quietly.
After this, l talked an hour with her, trying to get her to feeling as she
ought. She acknowledged the wrong at once, and said she was sorry, but
her countenance indicated anything but sorrow. I left her during the
hour for reading, and when I returned, she looked much more troubled,
and I told her she might go to bed, hoping that her own thoughts might
bring her to a right state of feeling.

Saturday, Feb. 3rd. This morning have talked with Laura again, and
am completely discouraged. I have tried every argument, and appealed
to every motive that I can think of, and with but partial success. The
Dnly thing which seemed to move her at all was, that 1 did not want to
punish her, but that I could not let her do many things to-day to make her
happy ; when she went to Exhibition, I could not let Sophia talk with
her, and could not let her go to the party, because only good girls went.
But these were direct appeals to selfishness, and they were all that touched
her. I do not know what to do and never felt the need of counsel more.
As I had exhausted every argument, I thought I would try the effect of a
lesson in Geography ; so taught her something about the produce of
different countries of Europe, and of their manufactures. She was very
quiet during this, and also a writing lesson which followed. The regular
lesson for the last hour's school would have been the reading of a story,
and I thought best to omit it. At dinner, she seemed to be very well
satisfied with herself. When it was time to go into the schoolroom for
tlie exhibition, she said, " I think I had better not go." I merely said,
" It is time," and took her hand to lead her. During the exhibition she
said, " Is Sophia here ? " I told her she was in her desk, in the school-
room. " I am very happy," was the only reply. This was a spirit of de-
fiance in Laura that I had never seen before. A few moments after, she
attempted to kiss me, thinking she could take the advantage of the pres-

THE COMMON SCHOOL JOURNAL. 159

ence of company. She was very willing to answer her questions, and
willing to do what I wished her to do. At seven, I told her she could go to
bed, and she went, without any objection, but still with the same expres-
sion of countenance.

Sunday, Feb. 4th. As Laura proposed that she should sit alone to-day,
I left her this forenoon in the basement, where she had seated herself.
When I returned from church, she did not appear to be troubled at all. I
led her to dinner, and then of her own accord, she returned to the same
place. At tea-time, she seemed much more sad, and after tea, I sat down
by her to try what effect I could produce then. I could now perceive a
great difference, and after I had told her how wrong it was that she did
not feel more sad for doing wrong, she said, " I do feel very sad now, — I was
sad and cried this afternoon, and I thought that I was very wrong, and I
asked God to forgive me, and send me good thoughts, and to love me." She
then asked the old question, "What shall I ask God first, when I ask Him
to give me good thoughts ? Must I say, Lord, Father, my Heavenly ?"
I answered her, that she could say just what she thought first, and that
satisfied her. I told her that I was glad that she felt better now, and that
I would forgive her, and I hoped she would never be angry again. She
said, " I think I never shall do so again. Why do I feel so very sad after
1 ask God to forgive me, and when you forgive me ?" I told her it was
because she felt sorry that she had done wrong at all.

Every reflecting person must see and lament the error o(
treatment, but the best might have fallen into it. It may
be good, it may be necessary, "to break the will of a child,'
but never unless we have vainly tried to make it break its own
will.

How many softening hearts do we harden by our own stern-
ness ; how often are rising sobs suppressed by harsh reproofs ;
how many, by their Gorgon aspect, turn the just forming tear of
contrition into stony hardness, and leave it the nucleus of self-
ishness and rage ! And if these things are done even by
parents, who would " coin their hearts, and drop their blood for
drachmas," to promote the real, good of those whom they
punish, how much oftener are they done by teachers, who,
when roused by opposition, forget that there may be great
selfishness in their determination to carry their point. Even
those who strive to govern their tempers, sometimes fail
because their fathers " ate the sour grapes, and set their teeth
on edge." Laura has not escaped all such untoward in-
fluences ; there are persons who have had much influence over
her education, who have labored most diligently, and dis-
played great tact and ingenuity in developing her intellect, but
who have never succeeded in inspiring that perfect love which
casteth out fear; there are others, with far less intellect and
acquirement, who have gained more complete dominion over her
affections, and whose will and pleasure is her delightful law.

We sometimes attribute the misconduct of children to per-
verseness and ill-temper, when it is really occasioned by causes
over which they have no control, such as indigestion, derange-
ment of some of the bodily functions augmented by particular
state of the atmosphere, and other things. In such conditions
they feel unpleasantly, and having but imperfect development
of the moral character, and little self-control, they are unamia-
ble and cross. With adults we follow Shakspeare's advice,
that such " little faults proceeding from distemper should be
winked at," but children are noticed instead of being left unob-

160 THE COMMON SCHOOL JOURNAL.

served, and perhaps punished instead of being pitied or reasoned
with, and they become sullen and sour.

The only other instance of ill temper which I have to notice
is contained in the following extract, and it will be seen that it
was kindly and judiciously treated.

Tuesday, Jan. \§th. — Laura continued to do well in Arithmetic this
morning. Yesterday she went to see Miss J. in Boston, and while I was
away, commenced fault-finding: Eunice was wrong because she had gone
into the kitchen; Frank was wrong because he came over J.'s stairs to find
Rogers. To each of these charges, which were evidently made, that she
might blame them, Miss J. said she was very glad they came. She then
said I was not right since I put my dress on the bed. These were only a
few of the cases. About three months ago, she did the same thing, and I
talked with her a long time about it until I thought she saw the wrong, and
felt sorry for it. When I called for her to take her home, she wanted to
talk with me, but I told her 1 could not talk; that J. said she had been un-
kind and wanted her to think about it. She said no more, and soon after
we got home it was time for her to go to bed. This' morning at nine I told
her I wanted to talk about it. She looked very sad, when I asked her to
tell me what she told J. In all the charges against Eunice and Frank, I
showed her where they were both right in doing what they did; in reply
to those she brought against myself, — 1 told her of some careless things
which she did yesterday when preparing to walk ; — such as pulling a dress
down and leaving it on the floor, — a closet door open, &c, and asked her
if she would like to have me go to J. and tell of them, that she might blame
her ; and when I said that I shut the door and hung up the dress, she an-
swered, " you were very kind, I was very unkind." I talked with her
some time to convince her, how often she might tell her wrong stories, by
blaming people for things she did not know about. She said, " whose peo-
ple did I blame?" I did not understand what she meant, and answered,
you blamed many people. " I blamed the Lord's people," said she. I
was surprised to hear this, and asked, what does Lord's mean ? " God's,
— I saw it in a book ;" and she showed me, in " the Child's Second Book,"
the Commandments, " I am the Lord thy God," &c. She said, " how can
I ask God to forgive me for blaming his people?" You can ask him in
your thoughts. " Can I know when he forgives me, — how can I know?"
He will give you good thoughts. The next hour was for writing, — she
came to me and said, " I have asked God to forgive me and I hope I shall
not be unkind." She then seated herself to write, but it was a long time
before she could do so. I took a seat a short distance from her and tried
to read her conversation with herself, her soliloquy. She said to herself,
" I am very sorry." " Dr. said he preferred to teach me himself." "Why
can I not know? It makes me very nervous." There was much more
that I could not read.

Jan. 17th. — At nine gave her a lesson in Philosophy on the Lever. She
seemed to understand the three kinds, — so that she could tell me what kind
I used when taking coals with tongs, and ashes with the shovel, shutting a
door, &,c, and in more lessons will do very well. After the lesson, she
said, " I think God has sent me good thoughts, I am very happy to-day, I
do not feel cross any." I asked why she kissed me so much ; she said
" because I love you so much ; you are very kind to teach me many
new things."

The soliloquy mentioned above is only a specimen of what
occurs every day, though it is rarely that one can make out
what she says, because her fingers move with such rapidity as
to run the signs into each other, as we unite words with each
other, and speak by whole sentences rather than by single words.

[Concluded in our next.]

[The Common School Journal ; published semi-monthly, by William B. Fowle
and N. Capen, No. 138i Washington Street, up stairs, (opposite School Street,)
Boston. Horace Mann, Editor. Price, One Dollar a year, payable in advance.]

THE

COMMON SCHOOL JOURNAL.

VOL. VII. BOSTON, JUNE 2, 1845. No. 11.

LAURA BRIDGMAN.

[Continued from page 160.]

Sometimes her acts and expressions furnish themes as inter-
esting to the poet as to the philosopher. On new-year's day
when I was in Europe, she met her teacher and said, "It is new
happy year day." The teacher wished her a happy new year,
when she turned to the east, and stretching out her hand, said,
— "I want Doctor a happy new year;" she then paused, and,
turning to her teacher, said, "but Doctor cannot know I say
so."

I have observed before, that she has a constant sense of her
relations to space, and is confused, as we are, if she loses the
points of her compass.

I have sometimes questioned her about her sesthetical percep-
tions, but have not obtained any very satisfactory answers. Her
ideas of beauty in material things are principally connected
with smoothness. A round bail is not more beautiful to her
than a square box, provided they are equally smooth. Fresh-
ness or newness is indeed an element, but this is evidently
derived from the associations with new clothes, new shoes,
&c.

With respect to long or short noses, regular or irregular
features, she has no thought ; and yet it is probable that a mon-
strously large nose would shock her, and that one as short as
Dr. Slop's would amuse her ; for on my asking how she would
like a person with a nose not larger than a pea, she said it
would be " funny."

She perceives symmetry of person, however, and is disagree-
ably affected by any strongly marked departure from it. On
asking her if a little hump-backed girl was handsome, she
said, very emphatically, "No!" Why not? said I. "Be-
cause," said she, "she is crooked;" and she imitated the
motion of the child walking, and asked why she could not
grow like other children. She said, a lady of her acquaintance,
who is very fat and ungainly, was very ugly. Why ? said I ;
but she could only reply that she did not know, — that she was
too large about the waist, and that "her stomach came out too
quick."

162 THE COMMON SCHOOL JOURNAL.

I asked her who was the handsomest lady of her acquaint-
ance, and she replied, " ***** #*** •" DUt upon my pressing
her for her reason, she could only say that her hands were
smooth, soft, and pretty.

A cane with knots on it was less pleasing to her than a
smooth one; and an irregularly knobbed stick, than one with
the prominences at regular intervals. She has thus the rudi-
ments of the aesthetic sense, but, like that of other children, its
development must depend upon education and habit. She is
not yet old enough to give any satisfactory account of her own
feelings on the subject.

The subject of her dreams is a most interesting one, but, like
many others, must be passed over hastily.

One morning she asked her teacher what she dreamed about,
and said, "I sometimes dream about God." Her teacher asked,
What did you dream about last night? She said, "I dreamed
that I was in the entry, — the round entry, and Lurena was
rolling about in her wheel-chair to exercise, and I went into a
good place where God knew I could not fall off the edge of the
floor." Soon after, she said, " I dreamed that God took away
my breath to Heaven," accompanying it with a sign of taking
something away from her mouth.

On another occasion her teacher says7 "In the hour for con-
versation, she commenced the subject of dreaming again, and
asked, "Why does God give us dreams? Last night I dreamed
I talked with my mouth; did you hear me talk?" No, I was
asleep. " I talked with my mouth," — and then she made the
noise which she generally does for talking. I asked her how
she talked? — "I talked as any people in dreams." To the
question, what words did you dream? I could get no answer.
She asked, — "Do Spanish people dream like us? do they dream
words like us?"

She sometimes is frightened in her dreams, and awakes in
great terror, and says she dreamed there were animals in the
room which would hurt her. She has still much fear of
animals, and can hardly be induced to touch the quiet and
harmless house-dog.

Aug. \§th. — The last hour she asked me if she ever told me about her
friends at home, and commenced an account of times when she lived there.
It consisted chiefly of a history of all the animals she saw, and of which
she wished me to tell her the names. She gave me a description of an
animal three feet high and covered with hair curled like a sheep. I told
her it was a sheep, — but she said, " No, it was much larger and could not
be." Then she told me how frightened she was when she first saw her
mother open a hair trunk because she thought it was an animal. I asked
her what she used to think about when she lived at home. She said, " I
could not think or talk good then. I did not know any of my friends in
Pearl* Boston then." Asked her if she thought how kind her mother
was. She said "No, I did not think she was kind, for she whipped me and
shook me," &c. I explained to her why she did it, and how much trouble
she had caused her mother.

The most important part of moral education is that of prac-

* When she first came to the School it was in Pearl Street.

THE COMMON SCHOOL JOURNAL. 163

tical kindness and usefulness to others, — discipline and training
in acts of love, without which, precepts, preaching, and books
are little worth. Laura has even more need of such training
than others have, for her peculiar situation is unfavorable to the
growth of the moral nature.

The idea of self is developed in children as soon as they are
born; anything which affects their bodily organization, any-
thing which gratifies or disappoints a desire, gives them pleas-
ure or pain without the slightest regard to its effect upon any
other human being. Afterwards the circle of self is enlarged,
and embraces the family, and those who by frequently contri-
buting to the gratification of our desires seem to belong to our-
selves, and whose pleasures and pains become our pleasures
and pains. As the social nature is developed the circle is still
more enlarged until it embraces neighbors and countrymen, in
all of whose joys and sorrows, though they live upon its out-
skirts, the affectionate heart vividly sympathizes. But to
attain this enlargement of the affections, moral education and
training of the feelings are necessary ; for the circle of the un-
trained heart must ever be very small, and it can be very sensi-
tive only in the central point of self. And even of the well
trained and the good, how few consider this circle as their moral
kingdom, and strive to extend its limits till it embraces the
globe and makes of their very antipodes, neighbors and broth-

ers

Laura has much to narrow and limit her circle ; her heart,
cruelly hedged in, is forced at each remove to recur to self; at
every step she feels the chain which reminds her of its short-
ness. She has fewer means of exercising her sympathies than
we have, — we who in every waking moment have forced upon
our eyes constant marks of human feeling in the countenances
of others, and upon our ears constant sounds that should appeal
to our hearts, for sympathy.

Any departure from the moral and healthy condition of the
body ; any ail, or pain, or deformity, or maim, is very apt to con-
tract the circle of the sympathies by forcing the thoughts to
dwell upon the centre of self. There are very few who can
find the jewel in the head of the beast, which to the many is
ever ugly and venomous.

It is said that to have perfect digestion, one should not know
that one has a stomach ; and it may be added, that to have per-
fect health, there should not be an obstacle or hindrance to the
free action of any bodily organ. Now Laura has not only
much less than we have to call out and exercise her sympa-
thies and feelings for others, but she has much more to con-
centrate her thoughts upon herself; and if she should always be
a generous and self-forgetful woman, it will be in spite of many
obstacles, — obstacles which will be more and more formidable
as, with advancing years, the sense of individuality will become
more distinct.

It is a law of nature, that this tendency to individualism
should not be strong in children; each one has enough to impart
consistency to the mass of actions which go to constitute the

164 THE COMMON SCHOOL JOURNAL,

character. Children are given to us like clay in the hands of
the potter, and poor pottering work we often make of it ! One
of the most difficult tilings in education, either public or private,
is to decide how far this tendency and desire shall be indulged
or gratified. Perhaps I am not understood ; let me explain by a
comparison.

If it be true, (and we know it is,) that the physical organiza-
tion of each one of us is subject to certain influences from the
physical organization of others, producing sympathies, antipa-
thies, and the like, it is equally true that nature requires a cer-
tain independence and individuality in every organism ; and no
person in a sound state of health can have his bodily organ-
ism so completely overpowered by the influence of any other
person, as to have the direction of its movements wrested from
his own control. This ought so to be, and is j and any appar-
ent exception to it carries prima facie evidence that the organ-
ism so influenced must have been in a morbid and abnormal
condition. It may be that nature affixes this liability to be
controlled by other bodies as one of the ill consequences of a
departure from the natural condition of health, — it may be
something else ; but it cannot be that she allowed the existence
of any power by which the operation of one of her laws could
be prevented. Now the moral nature has its laws of sympathy
and influence as strong as the laws of gravitation and magnet-
ism ; and these laws require, that while each nature should be
subject to certain general influences exercised by others, it
should also retain a certain independence. Some strong minds
strive to soar above these social influences, and, attaining a cold
sublimity of intellect, seem to move on undisturbed by human
proximity ; while others, swaying to and fro in the crowd of
men, are moved by every wind of doctrine ; they feel only as
others feel, and think only as others think. But the great man,
who in his icy isolation courts npt human love, and heeds not
human counsel, and the little man who never communes with
his lonely self, and never relies on his own intellect, have both
departed from the natural and healthy condition of the soul,
and it is hard to say which suffers most in consequence of it.
Some teachers entirely disregard the tendency of each pupil to
develop his particular individualism; they break off the sharp
corners, smooth away salient points, and strive to reproduce as
many and as perfect types of themselves as possible. Their
pupils are like artificial trees in a " trim parterre," all cut and
docked, and made to grow after one pattern. Other teachers,
overlooking that tendency, neglect to repress an undue propen-
sity, or to draw out a too feeble sentiment, and their pupils have
no type at all ; they are like plants in a neglected woodland,
where the stunted shrub, and the gnarled oak, proclaim the
absence either of nature or art in their training.

Now in Laura's case, all the difficulties are very much in-
creased ; she has departed from the natural and healthy stand-
ard, and although it is not by any fault of her own, her inno-
cence does not suspend the action of the natural law. She is
withdrawn from certain natural and healthy influences, she is

THE COMMON SCHOOL JOURNAL, 165

subjected in an undue degree to other influences ; the beautiful
harmony between the macrocosm and the microcosm, — between
the world without her and the world within her, is broken, and
it might perplex a wiser man than I am to obviate all the unfa-
vorable consequences of it upon her future character.

I should fill a volume were I to enlarge upon this subject, and
I must only allude to some of the most striking causes which
operate as disturbing forces in the development of her charac-
ter. There is great fear that so much attention as she receives,
and which we cannot prevent her perceiving without constant
management and concealment, must have a bad effect upon
her. And yet the attempt to conceal it might have an effect
which would be hardly less bad than would be her knowledge
of the truth.

I am afraid that she may be made vain and presumptuous by
being so much caressed ; and it would be as little consolation to
reflect that it was done by the kind and well meant indiscretion
of others, as it would be to a father to know that his child had
been spoiled by the over fondness of its mother.

1 am still more afraid that her peculiar situation may have a
hardening effect upon her affections. I believe I have alluded
to this before, but it cannot be too much considered by those
who would carefully scrutinize her character. Everybody can
be useful or agreeable to her in some way or other, and every-
body tries to be so ; but she can be of little use to them. All
exercise kindly offices to her, and are themselves made better
by the practice of the kindly feelings; she is merely the recipient,
and kind offices long received are apt to be considered at last as
something due to one's merit, and to be claimed as a right. It
is difficult to find ways in which she may have the satisfaction
of being useful to others, and thus train her to habits of kind-
ness until they shall become wants, without some contrivance
which she would be sure to perceive, and which would spoil
the effect. Those who have looked upon her case as an inter-
esting experiment for ascertaining the natural character and ten-
dencies of the human heart, must take all these things into con-
sideration. They must consider too that the case was novel,
that she was the first deaf and blind mute who had been taught
arbitrary language ; that it has not been possible to conduct the
experiment of her education in an entirely satisfactory manner ;
that it has not been practicable to cut her off from communica-
tion with ignorant and selfish persons, as it would have been
had she been secluded in the bosom of a private family. And,
after making all these allowances, they will, I trust, believe that
there is much which is beautiful and good in her imperfect
nature.

It is true that such cases present a rare opportunity of watch-
ing the development of some of the feelings, in comparative free-
dom from external influences ; but it is equally true that other
influences, both of a positive and negative kind, may be exerted
so as to disturb the natural growth of the mind. If in common
cases the twig be bent one way, in these uncommon cases, it

166 THE COMMON SCHOOL JOURNAL.

may be bent another, and the distortion of the tree be equally
great.

Lastly, the character and disposition may be partially modi-
fied by the wonderful law of hereditary transmission of peculiar
tendencies. A man often transmits to a son, born after his own
death, such a peculiarity of physical organization as causes that
son, when grown to manhood, to startle others by a hitch of the
shoulder, a twist of the features, or even an "ahem!" so like
his father's, that the dead seems to be alive again. By the
operation of a law, no more mysterious, and no less certain, a
man may reap the reward, or pay the penalty, as the case may
be, for the habitual exercise of any sentiment, or any propen-
sity, by transmitting to his offspring a strong disposition for the
exercise of a similar feeling.

How much Laura Bridgman, or anybody else, may be influ-
enced by such causes, no one can tell ; but they deserve to be
taken into consideration by all who would ascertain precisely
the effect of the privation of any of the senses, or the results of
particular modes of training.

The experiment in the case of Oliver Caswell I consider to
be much more satisfactory, as far as all the moral developments
are concerned, than in Laura's case. He is less communicative,
and has had less untoward influence exercised upon him.
Though surrounded by boys, some of whom are rude and ill-
disposed, he has nevertheless been much under the influence of
his teachers ; and a more gentle, honest, true-hearted boy exists
not within my knowledge. May the maturity of both of them
yield the fair fruit which the blossom of their youth now prom-
ises. S. G. HOWE.

OLIVER CASWELL.
TO THE TRUSTEES.

Gentlemen :

I have the honor to submit the following Report upon the
case of the Deaf and Blind Mute, Oliver Caswell.

He has made very slow progress in knowledge during the
past year, in comparison with Laura Bridgman. He has a
much smaller brain, and is decidedly of a lymphatic tempera-
ment. But besides this, he has been slightly ailing most of the
time, and has never had that exuberance of health, and con-
sequent flow of animal spirits which force her to mental
activity.

He seems to be troubled by some disorder in the. glandular
system, or in the primce vice, which causes frequent indigestion,
slow circulation of the blood, and consequent depression of spirits.
When he is indisposed he loses his interest in his studies, and
common occupations ; and his usual sedateness becomes melan-
choly. He seems to be aware of the cause of this, and says he
must go home, and that his native air will make him well ; or
if he be at home in vacation, he says, he must go back to the
institution, and his walks and gymnastic exercises will restore

THE COMMON SCHOOL JOURNAL. 167

him. He never becomes peevish, however, but endures with
uncomplaining fortitude.

But even when his digestion is good, and his physical system
is in its best condition, he is habitually quiet and sedate. He
is always mild and kind ; and though he does not, like Laura,
lavish caresses, kisses, and other demonstrations of affection
upon those about him, he has always a smile for every one
who greets him, and receives any marks of kindness with an
evident feeling of gratitude.

He is not so fond of any intellectual exercise which taxes
severely his thinking faculties, as Laura is, nor indeed as the
blind generally are; nevertheless he has gone on during the
past year slowly adding to his knowledge of the qualities
and relations of things, and increasing the store of words by
which he expresses his thoughts, and learns the thoughts of
others.

If he were naturally talkative, he would doubtless make more
rapid progress in knowledge of all kinds. He is quite unlike
Laura in this respect; she loves talk, and if she comes in fre-
quent relation with any person, as a semstress who may be
about the house, a new domestic, or a lady visiter, she con-
trives to teach them her manner of making the letters of the
alphabet with the fingers; and if the person be at all clever, in
a few hours the way is open between their minds, and the ex-
change of thought is thenceforward rapid and constant. Oli-
ver, on the other hand, cares little about talk ; there are persons
employed about the house whom he has known for three years,
of whom he is very fond, and near whom he will sit or walk
quietly and happily for hours ; and, although they cannot say a
word to him, he never attempts to teach them his alphabet, nor
does he seem to care for other intercourse than the simple one
by which he ascertains that they are well, in good spirits, and
fond of hirn,. This he does in a way which seems magical to
those who do not reflect, that every state of the feelings has its
natural language, and manifests itself not only upon the coun-
tenance in visible signs, and through the voice by audible
sounds, but also by certain motions of the body and limbs, and
by peculiarities of deportment which are easily recognized by
the sharpened sense of touch, and instinctively understood as
the natural language of certain mental qualities. This has
been remarked upon in Laura's case; and it is so strong in
Oliver's that it may furnish a hint to those who are curious
about the moral effect of the solitary and the social system of
prisons.

There is one of the household of whom Oliver is very fond,
and though he cannot talk with him, he loves to be near him,
and will sit quietly for hours within the circle of his physical
influence. Now although this man is affectionate in his tem-
per, he is quick in his movements, and rather abrupt in his
deportment, so that it cannot be the gentleness of motion which
constitutes the attraction; yet Oliver is always happy to be
with him, and strives to do things pleasing to him. This man

168 THE COMMON SCHOOL JOURNAL.

exercises a good influence over him without speaking a word,
and merely by the gratification of his social nature.

Now, suppose Oliver to be surrounded with persons whose
moral tendencies were bad, who he knew were disposed to do
things contrary to the rules of the house, and contrary to his
natural sense of what is right, would they not have a great
influence over him for evil, even though they spoke not to him ;
and would not all his tendencies to wrong, provided he had
any, be strengthened and confirmed by the consciousness that
those about him had the same tendencies, without the power of
gratifying them? Would not his desire for their sympathy
make him conform his own feelings as nearly as possible to
what he supposed to be theirs ?

* Oliver is remarked by every one as having a countenance
remarkably indicative of amiability and sweetness of temper ;
and his face is but the mirror in which his mind is truly
reflected. There have been no instances during the past year
of any bad temper, or even of ill will to any one. This is
somewhat remarkable, for he is thrown much in contact with
boys, some of whom are rude and ill-mannered; and one or
two who are so mischievous that they sometimes try to annoy
him with the petty tricks of boyhood ; but he is always as calm
as the sunshine.

It was observed in a former Report, that Oliver was always
very honest, and that we did not know of any special instruc-
tion having been given to him on the subject; but now that
he can talk about his former condition, he sometimes shows
that at heart he knew how other children were treated when
they took things without leave. On one occasion, his teacher
says:

" I took a book, and read a simple story about a little boy named Wil-
'•' liam Morton, who took some sugar from the sugar-bowl without permis-
" sion. Oliver wished to know if he was 'little way from my mother's
" house. Man did ride far off how many miles to see William Morton ?'
"When I had finished, he said, 'He wrong; mother strike him, make
" noise, cry.' I asked if his (Oliver's) mother did so. 'Yes, little,' was
" the reply."

He has shown the sense of property most clearly ever since I
knew him. He supposes that his clothing and his little articles
of property are as much his own as his fingers and toes are.
It matters not whether they were acquired by gift, exchange,
or purchase; the right becomes vested in him forever, unless he
of his own free will should give it up. He respects also the
property of others, and has never been known to violate it,
except in one solitary instance, when the. temptation came in
the same form which was fatal to the mother of us all. The
following is an account of the affair by his teacher :

" Mrs. Smith came and called me, saying she feared Oliver had been
doing wrong, for she saw him in Mrs. Hach's closet, at her apple barrel ;
she did not know that he had taken any, but feared the temptation might
be too strong. I went to his room and began a conversation, hoping
to lead to the subject, without direct questioning. At last I saw a stem of
an apple on the floor. I picked it up, and asked who gave him an apple ;
he replied, ' Man.' When ? ' Yesterday.' I asked, Did you see apple

THE COMMON SCHOOL JOURNAL. 169

in barrel ? ' Who told you ? ' replied he, and then said, ' he did ' Did
you take apple ? * Yes.' I asked if he was good boy ? He first said,
1 Yes,' and afterwards, ' No.' Where is apple ? ' Gone in stomach,'
said he. Who gave you apple ? I asked. ' Hach,' was the reply.
When ? ' Before dinner.' Mr. H. was absent, so I could not ascertain
the truth of this statement. During the whole time he was very much
confused, and it is possible he may not be guilty of taking and keeping the
apple, but knew I should not like to have him go into the closet at
all. After talking about his being a good boy for some time, I told him he
might go to make brushes. I stood at his door for some time, and was
surprised to see him remain motionless by his bed. I went, and told him
a second time ; he said, l Yes.' After a few moments I looked in again ;
he stood by the window, with his back towards me. I stood and watched
him many minutes, and then went in to speak to him. His cheeks were
wet with tears ; he turned his head quickly, and tried to hide them.
I asked, Why stand by window ? c I like warm sun,' was the reply, and
instantly he added, ' I make brushes,' — that is, I will go to make brushes.
When Mr. Hach returned he talked with him, and Oliver told him he took
an apple and ate it. Mr. H. expressed his sorrow, and so did we all.
Oliver felt very badly, and it was with difficulty that he restrained his
tears.?'

No allusion was ever after made to the subject, but the lesson
never was lost upon poor Oliver ; if the tears were restrained,
they softened his heart ; if he had paid to others the penalty of
stripes or chidings, he might have considered himself quit with
them, and with his conscience ; as it was, he repented of him-
self, and within himself, and has never since been known to do
a dishonest thing.

The readiness of Oliver to understand all the requirements of
delicacy, not to say his native modesty and innate sense of pro-
priety, is hardly less remarkable than Laura's. One cannot sup-
pose that any lessons on delicacy of behavior should have been
given to a child of three years old, or if given, should have
been understood ; yet he is always modest and reserved, and
has been so ever since his residence with us. It is possible that
by observing the fact that little boys are indulged by ladies with
kisses, but forfeit their privilege by growing to manhood, he
may have applied it to his own case ; but I cannot help think-
ing that he would not so readily have arrived at the conclusion
without some natural sentiment to aid him ; the idea was rather
evolved by the development of his own mind, than implanted
there by others. Be it as it may, the following conversation
with his teacher is curious. She says : — " After dinner, I sat
talking with him about growing to be a man. He said, ' I
grow man, shave razor, Mr. Caswell, not kiss you,' — that
is, when I grow up, and become a man, and shave with a
razor ; I shall be Mr. Caswell, and must not kiss you. I asked
him if he would kiss his mother and sisters ! He said, ' Yes.'
I then asked if he would kiss Susan 1 [one of his little play-
mates.] He said, ' No ! large ;' that is, Susan will be large,
and I must not kiss her."

Like Laura, he always shows emotion when he is told
of anything which seems to him wrong, especially if it be
accompanied by any violence. When his teacher was telling
him about the anaconda's killing large animals, he was ex-
ceedingly distressed.

170 THE COMMON SCHOOL JOURNAL.

He is very fond of any mechanical employment, and shows
great readiness in comprehending any machinery. A curious
lock, a complicated door-spring, or anything of the kind,
affords him great amusement, and he will examine it with un-
tiring patience, until he finds out all about the construction.
In the work-shop he shows much ingenuity, and works with
great zeal. He is fond of many boyish amusements, as holding
a kite, coasting on a sledge, &c. His progress in the acquisition
of language has been slow, and his vocabulary is still very
limited, as the specimens of his writing and conversation will
show. Here is a letter, composed entirely by himself, the last
spring, and written in a very fair, legible hand.

"My Dear Mother:

I love you very much. I will ride to see you after seventy-four nights.
I will be happy glad to see you and father and John and Albert and Henry
and Sister. I will ride to see you when warm summer will come. Philip
will come ride me after seventy-four days. I am very well. I am fifty-
seven inches high. I grow fast. I and James Coolidge walk to grow fast
much. Dr. Fisher will bring paper picture. I bring paper picture to you.
You must put in glass paper picture. Boys and girls will ride go in Boston
State house. Six hundred men to see boys. I will stay with you twenty-
five nights. Good bye."

His teacher adds : —

" When he had written as far as c my dear ' he asked if he should write
'my mother.5 I told him this morning that it would be seventy-five days
before he went home. When he wrote seventy-four, I corrected him ;
he replied, ' to-morrow, one day has gone.' He had before asked when the
letter would be sent."

August list. Took Oliver to Boston and went to see the pond on the
common ; with this he was much pleased. We walked round it and he got
quite a good idea of its shape.

August ^nd. Oliver talked of our walk yesterday, the pond, &,c.
Taught him oval and talked of round, square, and oblong shapes. He
said, " Small boy did make boat ; he is sailor ? " Again he asked, " Wight
and I did go to see boy in boat on river, he is sailor ? " Told him about
carpenters and masons. Then he desired me to tell him about melons.
While Frank and Susan were writing, gave him some questions in Addition
and Subtraction, which he performed as usual, rather lazily. At 12, —
he wished to see " where Osborne did go on map," so I took him to the
large map of the United States. He then wished to be shown Billerica, and
Jamestown. He found one of the large lakes ; called it a very large
pond, and wished to know how many miles long and wide it was, and
its distance from Boston.

August 23rd. Oliver was not very well or very talkative. He com-
plained that he took warm milk and it made his stomach sour. He was
more interested in his lesson on the map than anything else. He found all
the towns he knew on the map of Boston and told their distance and direc-
tion from Boston. Of the different directions he judges very accurately.
He turned to the map of the city and asked for the frog poul, found the
common, and wanted to know the number of posts around it and the num-
ber of streets.

July l&th. Oliver came in saying, " I see boy on piazza, has very long
hair on back, you come see quick." Found a Chinese man, Oliver was
very«nuch interested, and talked of little else all day. I told him about
the ladies of China having small feet. He asked if they could walk, run,
or make dinners ; and when told some had large feet and went about to do
the work, he wished to know if this man's mother had small feet.

August 1st. Found Oliver engaged in glueing some boards. Gave him
a lesson about the manufacture of glue. He asked, " Glue in elephant's
foot ? "

THE COMMON SCHOOL JOUENAL. 171

At noon we received a visit from a lady who had been in China
and seen Mrs. Gutzlaff's blind children. I told Oliver of it and he
was much interested. He asked, " People in China have horses and cows
and pigs and cats and dogs and hens ?" "Lady did see boys have long
hair ? " Told him about sedan chairs. He asked, " Men hands are
hard to carry sedan chairs ? Ladies have windows in chairs ? Men in
China have many windows in houses ? "

He learned about Lexington on the map.

August 14th. Oliver brought me a large corn stalk, as a topic for con-
versation. Finding it contained a sweet juice, he asked, "Men make
sugar ? " " Men make sugar of canes has corn ? " He then told me that he
made noise with stalks many nights ago.

August <20th. When I went for Oliver at eight he asked " why talk ? "
and the first part of the hour he was rather lazy ; but afterwards he
became interested in talking of different trades. At ten o'clock, he tried
to make conversation to defer the " adding " as he calls it, but when
he found it must come he did pretty well. At twelve we took the map ;
this is an unfailing source of interest, and he adds to his knowledge mite
by mite.

July Ind. Oliver's most interesting subject was the manufacture of

funpowder, which he asked me about yesterday. I explained as well as
could to him the process and tried to instil in his mind great cau-
tion about handling it, but he said, "I am not afraid of gunpowder." He
inquired about strawberries and said, " I and my sister "Mary did walk go
up on hill find strawberries. Mary pick small strawberries. My brother
Philip did pick strawberries tin plate full. My mother and father, and
John and Sister did eat on meal cake."

September 11th At eleven we had a great deal of company, and that
necessarily interrupts the regular lessons. Oliver informed me when I
went for him, " Ladies have come." Did you see them ? I asked. " No,
I smell them." What did you smell ? " Cologne."

September l'ith. Oliver's new knife furnished an ample topic of con-
versation. After he had shown me each curious part, he told me which
part was the back and two sides, and asked in great glee for its head.
Asked, " Hook knife in store in Boston ?" " Doctor did buy far off how
many miles ? " " My Philip, and John, and Albert, and Henry, and sister,
and father, and mother, will see my new knife after twelve days." Of the
handle he asked, " Who horn ? " and this led to a conversation about
deer. Gave him a number of questions in Addition, at ten, which he per-
formed pretty well. He is now much interested in learning some things
on the map of Providence, as he thinks it relates to his own home,
and wants a map to carry to his mother.

September 11th. Oliver talked of kites, and I told him a story about
two boys and a kite. To-day, too, for the first time, he was interested in
the subject of color, and talked nearly an hour about it. He remarked,
" I talk, learn much." It is singular, but I can never get him to say
he wants a thing unless he thinks he can have it. To-day, I tried it again
and again. He was very desirous to write to Osborne, which he did
in the following words: —

"My Dear Osborne:

" Your boat go in the water will float, — stones, and iron, and lead not
float, they will sink in the water. I did go in the water, and float to bathe.
I am not afraid. I am brave boy. Good bye."

These extracts will give one a tolerable idea both of the sim-
ple method used in teaching Oliver, and of his usual course of
thought. It will be seen that he does not yet show much
disposition to inquire into causes, and indeed that he is but
a little child in intellect. You must keep constantly in mind
the immense disadvantage under which he labors ; you must
consider that his powers of acquiring knowledge are as much
more limited than those of the merely deaf and dumb, as theirs
are limited in comparison with ours, or else you will be dis-

172 THE COMMON SCHOOL JOURNAL.

appointed with the result of the last year. The great difficulty,
however, is already vanquished in his case ; he has become
familiar with the outline and general purpose of language, and
he will now go on acquiring it in geometrical progression.

He has been under the immediate charge of Miss Eliza
Rogers ; and to her patient and persevering kindness he owes
the improvement which he has made.

We shall, during the current year, be able to do much more
than in any previous year ; and I doubt not that with his ex-
panding intellect he will seek as earnestly for light upon moral
and religious subjects as he does now upon merely material
ones. Thus far, he is pure in heart and correct in conduct ; and
we hope and trust that his poor single talent may be so
improved as that his mortal life shall not be a total blank
in his soul's existence.

S. G. HOWE.

We cannot leave these valuable reports of Dr. Howe, with-
out a brief comment on one of the many interesting and instruc-
tive incidents they describe. We refer to the account given of
Oliver Caswell, (pp. 168-9,) when, beset by a temptation, usually
so potent with children, he took an apple which did not belong
to him ; and, on being questioned about it, answered falsely
that it had been given him. The case was one of the lowest
order of offences against property. The article was of small
value ; it was taken, not to be laid up for the future or sold for
money, but under the immediate seductions of appetite ; it be-
longed to one of the teachers of the school, who was also one
of the inmates of the house : and, respecting apples and other
small and common fruits, every body knows that, whether right
or wrong, there is a feeling about them somewhat akin to the
doctrine of a community of goods.

It was under these circumstances that Oliver took an apple.
At first, being suspected only, he was not confronted by any
accuser and charged with the offence. When asked, however,
if he had not taken one, he acknowledged he had, but said, in
•justification, that it had been given him. Here was a false-
hood ; but the teacher to whom the confession and the declara-
tion had been made, did not, then, know it to be such, and
therefore made no imputation against him. Hence, it will be
perceived that he was not, at that time, under arraignment or
accusation before any tribunal foreign to his own conscience.
Yet the teacher, in giving an account of the transaction, says,
that after this conversation had passed, and she had left him,
she " stood at his door for some time, and Was surprised to see
him remain motionless by his bed." She then went in and
spoke to him, telling him to go to his work. " After a few
moments,1' continues she, " I looked in again ; he stood by the
window with his back towards me. I stood and watched him
many minutes, and then went in to speak to him. His cheeks
were wet with tears," &c.

Now we would ask all who have anything to do with the
training of the young, what they suppose to have been the con-

THE COMMON SCHOOL JOURNAL. 173

templations of this boy, during that period of solitude and lone-
liness. Whose hand had stricken him, and paralyzed his ever-
active muscles, so that he remained "motionless;" and why
were his cheeks " wet with tears?" He had not been con-
demned before any earthly tribunal ; he was not even arraigned
before one ; he had made a statement in reference to the trans-
gression, which, if true, would have exculpated him entirely,
and he did not know but that the statement made by him would
be accredited, and foreclose all further inquiry. He saw no
threatening countenance ; he heard no angry voice. But the
truth is, he stood before a power more awful than any human
tribunal can be, even though surrounded by badges of authority
and waited upon by ministers of vengeance. Though deaf as
marble, yet he heard a condemnation more searching and terrific
than was ever pronounced from judicial lips ; and his soul was
smitten through all its fibres, by the instant execution of the
sentence of remorse. It was at the bar of conscience that he
was arraigned ; it was in her dread presence, that he stood,
transfixed and " motionless;" it was under her chastisement
that he wept.

Let it be observed, too, that here were no auxiliary aids or
appliances brought to bear upon the offender, and to heighten
the climax of his own self-condemnation. The shame of a public
exposure had not fallen upon him. He had passed before no
scornful or hissing multitude, nor had his eye met the exulting
and vindictive look of an enemy rejoicing in his disgrace. His
general good name had not been tarnished, nor had the image
of his own humiliation and shame been multiplied a hundred
fold, and then reflected back upon him from the faces of family
and friends ; nor did the fears of a public expiation stand
around him like demons. No ! it was the unaided and silent
terribleness of conscience alone, that overawed and subdued
him. This turned his limbs into stone, and dissolved his heart in
tears. Not from without, but from within his silent ear, the
thunders of retribution pealed ; and the lightnings of offended
truth were more vivid and poignant to the spirit within than if
they had scorched the living eyeball. Yet severe as this punish-
ment was, it was mercy, for it saved its object from the severer
punishments of continued transgression. The Report says,
Oliver " has never since been known to do a dishonest thing."

Who shall gainsay or question the power of conscience, after
evidence so demonstrative as this? Surely we may say, that,
if parents and teachers will not believe, after proof like this, they
would not believe though one should rise from the dead.

We advise all who are engaged in education, whether at the
fireside or in the schoolroom, to read and expound this simple
story to children ; and, in all ordinary cases, let them appeal to
the authority of conscience, as a thousand times more natural,
more salutary and more efficacious than chiding or stripes.

In the education of children, love is the first to be instilled,
and, out of love, obedience is to be educed. — Coleridge.

174 THE COMMON SCHOOL JOURNAL.

"Such a disposition is genuine diligence in the only true sense
of the word. Diligentia a diligendo, — the choice of affection,
— the kindly prosecution of a study congenial to us. Whereas,
as we usurp the word in common currency, in loose popular
talk, a diligent man is a mere plodder. An attorney's copying-
clerk, a tread-mill goer, a London scavenger, a washer of foul
linen, a formal, technical schoolmaster, might, each of them,
in the common acceptation, be called diligent in his vocation.
But the truth is far otherwise. Diligence, so far from being a
mere vulgar, mechanical virtue, should be gifted, at once, with
the red cap, should have its place among the cardinals. It is as
much the life and soul of success, in studious and intellectual
pursuits, as the glorious, all-seeing, and all-animating sun is
the soul of vegetative virtue. And how, then, are we to make
it our ally in the work before us? Simply by so ordering it,
that discipline to the pupil shall seem to be an amusement, and
his amusement be really his discipline. For this purpose, we
must correct the common chill of the literary atmosphere, in
order that the young soul, as often as it peeps from its hiding-
place, may be lured, by the genial and growing warmth, to
come abroad and take pleasure in its exercise. And for thus
raising the temperature, there is nothing like the spirit of con-
versation, if it proceeds from a full kindly mind and be rightly
applied and conducted."

" Right about Face. — Mr. Delavan, of Albany, who has
devoted money and talent for the promotion of temperance, and
who has done as much as any one individual in America, in
giving dignity and importance to this noble enterprise, was, in
his youth, one of a club of fifty who were in the habit of meet-
ing at a room in a public house, to enjoy themselves in ' the
feast of reason and the flow of soul.' It was not long, however,
before Mr. Delavan was led to serious reflection upon the folly
and danger of the practice ; and, on a certain evening, while on
his way to the club, he suddenly stopped and exclaimed aloud:
Right about face! And he did right about face ; 'and,' said he,
to the gentleman to whom he related the circumstance, ' the
first block of buildings I ever erected in Albany, was erected on
the corner directly in front of where I formed that resolution.'

"What a noble resolve! and how nobly has it been rewarded !
What is the history of his forty-nine companions? Forty-three
of them became drunkards, and most of them found a drunk-
ard's death ! What a lesson for the young man about to enter
upon the active business of life ! "

." I would recommend to every teacher one thing above all
others: to do their utmost to dismiss their disciples, as nearly
as may be, in the condition so admirably figured forth in the
Greek line. I will give it to you in English.

Dismiss them pleased, —
Pleased and instructed too."

THE

LADIES' REPOSITORY

A LITERARY AND RELIGIOUS MONTHLY,

Vol. XIII.]

JUNE, 1845.

[No. XII.

REV. HENRY BACON, EDITOR.

BOSTON:

A. TOMPKINS, 38 CORNHILL.

D3='PRICE TWO DOLLARS A YEAR, PAYAELE IN ADVANCE.
TWENTY-FIVE CENTS WILL BE ADDED FOR EVERY THREE MONTHS DELAY.

S. N. BANG, PR. 40 CORNHILL.

[Ul

U UU

LAI

ITORY

JUNE 1845

LAURA BRIDGMAN.

It is impossible to abate interest in reference to
the progress of this singular being, now on the verge
of womanhood. Destitute of Sight and Hearing,
with little or no sense of Smelling or Tasting, she
feels her way along the intricate passages of knowl-
edge, and plucks thought after thought from the plants
which come within her reach. When we contem-
plate her situation and see the difficulties which im-
pede her advance in the ordinary paths of instruction,
we cannot but bow down and adore the Wisdom of
God as seen in the ordinary faculties of the human
frame, and the wondrous power and art of mind in
overcoming extraordinary obstacles to the reception of
knowledge. Strange feelings spring up and we gaze
upon Laura — ' a fair young creature with every facul-
ty, and hope, and power of goodness and affection,
enclosed within her delicate frame, and but one out-
ward sense, the sense of touch. There she is before
us, built up, as it were, in a marble cell, -impervious
to any ray of light or particle of sound, with her
poor white hand peeping through a chink in the wall,
beckoning to some good man for help, that an immor-
tal soul might be awakened.' Such a man she has
found. Would that he had never left her, even for a
week! During his absence in Europe, some more
nice than wise persons have injured her progress by
premature steps towards imparting religious knowl-
edge, and the result is the bewilderment of mind
which does no good, but much injury. The reader
cannot but be deeply interested in that portion of the
last Annual Report which pertains to this subject,
and therefore we present it. The opening paragraphs

LAURA BRIDGMAN.

455

ought to be read to children that they may realize the > ed to attempt the vast distance on its weary feet. If
greatness of the natural aids granted them in attain- £ persons will only make these reflections they will
ing knowledge. Dr. Howe is the author of the Report, <] be inclined rather to wonder that she has gone so

and thus it opens : *? ^ar> tnatl t0 feel surprised at her not having gone far-

( ther.
I have the honor to lay before you the following ? # # * # #

Report upon the history and instruction of Laura S • Great interest has been manifested on all sides to
iBridgman. In preparing it I have introduced some I know the effect of religious instruction upon her mind,
peculations whieh may appear trite, or uninteresting <j and not without good cause. I have always thought
o those conversant with metaphysics ; I have also i it desirable on many accounts to give her such ideas,
ndulged in some reflections upon such points as I and such only, on this and other important topics as
kerned to have any bearing upon common instruc- ? she shall be able always to retain. It is painful to be
ion, and these may seem trivial and unnecessary to j forced to relinquish ideas which by long possession
iractical teachers. But in apology, let me say, that c have become regarded as much one's own — as much
here are a vast number of persons who take a deep <? a part of one's self, as one's property, or one's limbs,
nterest in the case, who are neither metaphysicians > We defend our religious, political, and other opinions
lor teachers, and they will perhaps prefer even my c with a zeal not proportionate to their truth, but to the
rude speculations and reflections to a bald narration ( length of time and the closeness of intimacy with
if facts. To such let me say, in the first place, that £ which we have associated them with ourselves : when
lothing can show in a more clear and forcible man- 1 we have never contemplated the possibility of their
ier, than Laura's case, the difficulties to be overcome ( falsity, the refusal of others to admit them as true,
vhen we learn our vernacular tongue, and the inferi- \ and still more, the attempt to destroy them, often ex-.
irity of artificial to natural methods in the acquisition c cites as much passion as would the protest of a draft,
f language. The difficulties in the way of the deaf > or an assault upon the person. Some men may pre-
date are very great ; so great indeed that we may \ serve their elasticity of mind, and retain unimpaired
afely say they are never entirely overcome, because, I their confidence in their last belief, after the abandon-
lthough ingenious men by centuries of labor have > ment of several creeds, especially if blessed with self-
uilt up a beautiful system by which the mutes are S complacency ; but all cannot do so ; for if the soul

nabled to read, to write and to converse with ease ( have drifted from several anchors in the storm of infi-
rm
nd with pleasure, still they must, in spite of educa- , delity, it will hardly rely even upon the best bower of

ion, remain insensible to many of the charms of con- S faith, as perfectly sure and steadfast.

ersation, and the beauties of style, both of prose and (\ ' It seems especially desirable that Laura should

>f verse. But this beautiful system is addressed en- $ never be obliged to remodel her faith. There is a

irely to the eye, and poor Laura has no sight. ( moral in the story of the boy who when the micro-

' She has a good intellect, she has been seven years ( scope first revealed to him the minute and wondrous
mder instruction ; her teachers have not been wanting [> structure of one of his hairs, was surprised and pain-
n zeal and diligence, and she has been herself untir- s ed at not finding the number upon it ; he had believed
in her efforts, and yet she is now on the verge of? literally that the hairs of his head were all " number-
vofnanhood, without so much acquaintance with Ian- ; ed ;" and being of a shy nature he would not ask any
;uage as a common child of six years old. This often (] explanation, but allowed his faith in the Bible to be
xcites the surprise of visitors who have known the ? seriously impaired. Laura can never use a micro-
istory of her. case for a long time, and have taken ; scope, but she will, by-and-by, bring the magnifying
'reat interest in it. <> power of mature judgment to bear upon all that she

'In truth, people seldom stop to reflect upon the now takes unhesitatingly from others as literal truth;
ature of arbitrary language, upon its essential im- {> and I would that she might always find the number
ortance to the development of the intellect, or upon (\ written upon everything on which she had been led to
be wonderful process by which we gradually advance <; look for it.

rom the power of naming single objects, to that of ) ' But I have given in former Reports, some of my
ondensing many of them into one complex term ; — reasons for deferring this most important part of her
rom the Alpha of language, mamma ! — up to its Ome- ? education, and I need not now repeat them ; suffice it
a — Universe ! S to say, that I wished to give her only such instruction

* # # <• about religion and God, as she was prepared to receive

'The space between the starting point of the infant <j and understand, so that her moral and religious na-
nd that obtained by the mature man, is immense ; S ture should be developed pari passu with her intellect,
ut our minds, aided by language which give to them I It was delightful for me to find that without any par-
sings, skim swiftly and delightedly over the whole, ) ticular direction being given to it from without, her
5 the wild fowl flies from zone to zone ; while Laura S mind naturally tended towards the causes of things,

like one of those birds shorn of its wings and doom- (, and that after an acquaintance with the extent of hu-

456 LAURA BRJDGMAN. v

%•"> r- ./-v. ~\_- ./-■._-> _/-v

vlf

A in

llliir

Jesus

man creative power, she perceived the necessity of£ by association of ideas, call up in his mind the sarnos
superhuman power for the explanation of a thousand I vague feelings of solemnity and reverence ; but ad ore i
daily recurring phenomena. She could not indeed ; this may be unaccompanied by any thing like aniE'I
like the poor Indian, " see God in clouds and hear ( tellectual perception of God's existence and creative
Him in the wind," but then He was manifest in the ? power. Ha

springing grass, the bursting flower, and the ripening S 'It will be said that children three years old wi d
fruit; the genial sun, the falling rain, the driving < repeat devoutly the Lord's prayer, and tell correctly
snow — these, and countless other things which became ? what God did on each of the six days of Creation jdeet
known to her by her single sense, made her aware of) but in so doing they too often take the name of thai p
a power transcending the power of man. It would <J Lord in vain, and sometimes, alas! worse than lings
have been more delightful still to lead her wondering «j vain. nsiot

mind to the perception of the higher attributes of God, S *#####

as her capacity for such perception was unfolded, un- c < " It may be said that no human being can hai tlhe;
til, her moral nature being fully developed, she might > any adequate idea of God's attributes, and that theriiw
have been as much impressed with love for his tender S fore all we have to do is to give Laura such ideas <lof 's
mercies as she had been with wonder at his Almighty c Him as pious Christians form from the study of natc'She
Power. ) ral and revealed religion ; but, I know not what otlnceil

' I am aware that many will say it is impossible S ers may do, I cannot do this. Every man sees Gel she
that Laura, ignorant as she is, should have by herself^ according to his own capacities, and his own nature p\
conceived the existence of God, because it is said that ; the power of poor Laura's God must be weakne:
of the thousands of deaf mutes who have been received s compared to the strength of Newton's, who saw Hi; \ ra
into the Institutions of this country, no one ever ar- c guiding the huge planets along in their eternal cours< - thful
rived at that truth unaided. • <> the love of her God must be selfishness compared

' Now there is very great vagueness in such general S the love of the God of Howard the philanthropic
negations ; the words can be taken in various senses, ( who embraced in the arms of his affection the who
and are difficult to be proved in any. It may be said ? human family ; but, so must the power and the kr j
that no man ever arrived at the knowledge of the j! of the God of Newton and of Howard, be weakne
fact that ten and ten make twenty, by the unassisted I and selfishness compared to those attributes as se« 1 a
efforts of his own mind ; for if he had never associa- ) by the cherubim and seraphim, each of whom see Hi e.
ted with other human beings he would probably never > with a vision transcending that of the other, all
have perceived that relation between numbers. <J whom see Him with power transcending human, b Tii

' The words "knowledge of God" may also be un- ? none of whom can see Him as He is.
derstood in different ways ; if a child ascertains that S ' I might long ago have taught the Scriptures
tables and chairs and carpets ; houses, ships, and ma- ( Laura ; she might have learned, as other children d
chinery ; carriages, tools, watches, and a thousand <> to repeat line upon line and precept upon precept ; si
other things, are made by men, and then infers that J> might have been taught to imitate others in praye
the sun, moon, and stars, the hills, rivers, and rocks, I but her God must have been her own God, and formt
must have been created, but could not have been J> out of the materials with which her mind had be(|j
made by man, — that child has an idea of the existence s stored. It was my wish to give her gradually su<
of God ; and when you teach him the three letters ? ideas of His power and love as would have enabli
G-O-D, you do not make to him a revelation of God's j> her to form the highest possible conception of His I
existence, you only give to him a name for a power, \ vine attributes. In doing this it was necessary
the existence of which he had already conceived in his ) guard as much as I could, against conveying impre
own mind. We teachers are apt to overrate our own ? sions which it would be hard to remove afterwarc
efforts ; let us attempt to convey a knowledge of ab- s and to prevent her forming such notions as wot^.
stract truths to parrots and monkeys, and then we ) seem unworthy to her more developed reason, lest t
shall know how much is done by children, and how S renouncement of them might impair her confidence yo)
little by ourselves. < her own belief.

' It is in this sense that I mean to be understood ) ' But various causes have combined to prevent wh
when I say that Laura Bridgman of herself arrived at b seemed to me the natural and harmonious develo
the conception of the existence of God. k ment of her religious nature ; and now, like oth

1 Unless there has been some such intellectual pro- / children, she must take the consequences of the m
cess in a child's mind, the words God, Deity, &c, S or unwise instruction given by others. I did not loi
must be utterly insignificant to it. We pronounce I hold the only key to her mind ; it would have been u
certain words with great solemnity and reverence, and > kind and unjust to prevent her using her power of la
the child perceives and understands our manner, for S guage as fast as she acquired it, in conversation wi
that is the natural language of our feelings ; he imi- c others, merely to carry out a theory of my own, a
tates us, and the repetition of the words will ever after, ? she was left to free communication with many p»

ot ci

This
the p.

There

fell |

ichLa

?' IQl

HMjf,

1)1

LAURA BRIDGMAKT. . 457

> even before my necessary separation from her of ^ ment, when she instantly asked, with much eagerness,

e than a year. ? and with an expression of horror, why a man would

During my absence, and perhaps before, some per- ) kill another ? The explanation was painful, and

is more zealous than discreet, and more desirous to ( probably unsatisfactory ; but not. more so than that

he a proselyte than to keep conscientiously their im~ ? which followed of capital punishment. She was per-

ed promise of not touching upon religious topics, some 5 plexed to know why men should kill the murderer ;

;h persons talked to her of the Atonement, of the < and her simple question amounted to asking why they

deemer, the Lamb of God, and of some very mys- ? try to remedy one evil deed by perpetrating a like deed ;

al points of mere speculative doctrine. These ; it was as forcible as if put by Beccaria himself ; nor

ngs were perhaps not farther beyond her compre- I could I answer it, except by assuming the homeoppa-

lsion than they were beyond the comprehension of ? thic axiom " that like cures like."

>se persons who assumed to talk to her about them ; > # # # . # # #

t they perplexed and troubled her, because unlike such c ' I should fill a volume were I to enlarge upon this

sons she wished that every word should be the sym- > subject, and I must only allude to some of the most

of some clear and definite idea.* S striking causes which operate as disturbing forces in

She could not understand metaphorical language ; ^ the development of her character. There is great

\ ice the Lamb of God was to her a bona fide animal, ; fear that so much attention as she receives, and'

la I she could not conceive why it should continue so \ which we cannot prevent her perceiving without con-

I g a lamb, and not grow old like others and be call- <J stant management and concealment, must have a bad

sheep. ; effect upon her. And yet the attempt to conceal it

I must be supposed to mention this only as her s might have an effect which would be hardly less bad

hful chronicler, and to do it also in sorrow. If the ) than would be her knowledge of the truth.

r child spoke inadvertently on such topics, it was ; ' I am afraid that she may be made vain and pre-

hout consciousness of it, and she was made to do < sumptuous by being so much caressed ; and it would

)y indiscreet persons, not by any communications ? be as little consolation to reflect that it was done by

nine or of her teacher; we shall never speak to her > the kind and well-meant indiscretion of others, as it

Fesus Christ but in such a way as to impart a por- c would be to a father to know that his child had been

. at least of our own reverence, gratitude, and spoiled by the over fondness of its mother.

1. ) 'lam still more afraid that her peculiar situation

c may have a hardening effect upon her affections. I
There is this constant difficulty with her, (and is ; believe I have alluded to this before, but it cannot be
i|ot one too much overlooked in the religious in- , too much considered by those who would carefully
ction of other children,) that being unable to form c scrutinize her character. Everybody can be useful or
idea of virtue and goodness in the abstract, she ; agreeable to her in some way or other, and everybody
st seek it in the concrete ; and her teachers and \ tries to be so ; but she can be of but little use to them,
ds, frail and imperfect beings like herself, furnish ) All exercise kindly offices to her, and are themselves
poor impersonations of the peerless attributes of $ made better by the practice of kindly feelings ; she is
I. < merely the recipient, and kind offices long received

This difficulty might have been avoided, I think, ? are apt to be considered at last as something due to
;he plan which I had marked out for the orderly i one's merit, and to be claimed as a right. It is diffi-
lopment of her intellectual faculties and moral < cult to find ways in which she may have the satisfac-
dments, and which was simply to follow the natu- •? tion of being useful to others, and thus train her to
rder ; but since that plan has been marred by the } habits of kindness until they shall become wants,
1-meant officiousness of others, there remains only < without some contrivance which she would be sure to
emedy, as far as we can, what we cannot cure ? perceive, and which would spoil the effect. Those
rely— the bad effects of ill-timed direction of her i who have looked upon her case, as an interesting ex-
l Jghts to subjects too far above her comprehen- \ peri ment for ascertaining the natural character and
sji.' £ tendencies of the human heart, must take all things

###### s into consideration. They must consider too that the

There are a great many things with the existence 5 case was novel> that she was the first deaf and blind
vhich most young persons become familiar, but of I mute who had been tauSht arbltrarY language ; that
ch Laura, as yet, knows nothing ; such as wars, > il has not been Possible t0 conduct the experiment of
fightings, crimes of various kinds, severe acci- i her education in an entirely satisfactory manner ; that
ts and awful deaths ? ^ bas not Deen practicable to cut her off from com-

Not long ago, allusion was made incidentally in > munication with ignorant and selfish persons, as it
rersation with her, to murder and capital punish- < would have been had she been secluded in the bosom

Jj of a private family. And after making these allow-
The italicising is ours. We dare not express our I ances, they will, I trust, believe that there is much
rlgnation in reference to such proselyting as that. b. > which is beautiful and good in her imperfect nature.'
VOL. XIII. 58

458 LIFE S CHANGES.

1 The activity of her mind in sleep presents some S in this way a partial means of escape ; and it was ai
curious phenomena, among which is the fact that her ? hard for her to restrain it, as it is for little boys who
dreaming conceptions seem to be independent of her ; have " very much motion in them," to sit still iu
physical incapacities.' Dr. Howe says : s school when unoccupied ; the fluid accumulates with-

1 One morning she asked her teacher what she } in them until it makes them uneasy, and they relieve
dreamed about, and said, " I sometimes dream about S themselves from the pressure by suddenly pushing oi
God." Her teacher asked, what did you dream about jj kicking their neighbors, or by some move of the bodj
last night ? she said, " I dreamed that I was in the ? which acts like the opening of a safety valve, and
entry— the round entry, and Lurena was rolling about S leaves them quiet for a while.

in her wheel chair to exercise, and I went into a good < < she was not inclined to give up the argument en
place where God knew I could not fall orTthe edge of the <j tirely, and said in her defence, " God gave me mucr
floor." Soon after she said, " I dreamed that God took j> voice." She yielded, however, and saw the reasona-
away my breath to heaven," accompanying it with \ bleness of the request, especially as she had particulai
the sign of taking something away from her mouth. ? hours when she could make as much noise as slit
* On another occasion her teacher says, in the hour ; wished to do. At such times she often goes into s
of conversation she commenced the subject of dream- ( closet, and shutting the door, indulges herself in a sur-
ing again, and asked, " Why does God give us dreams ? ? feit of sounds.'
Last night I dreamed I taked with my mouth ? did J>

you hear me talk ?" No, I was asleep. " I talked < —

with my mouth" — and then she made the noise which ?

she generally does for talking. I asked her how she > LIFE'S CHANGES.

talked — " I talked as any people in dreams." To the <J By Mrs_ St Broughton.

question what words did you dream ? I could get no ?

answer. She asked, " Do Spanish people dream like ^ In life's merry morn, when my young heart was free,

us ? do they dream words like us ?" , < And buoyant with gladness as waves of the sea ;

1 She sometimes is frightened in her dreams, and ? Aye, free as the whirlwinds that sing on the mountains
awakes in great terror, and says she dreamed there <! 0r sunbeams that dance in the crystalline fountains,
were animals in the room which would hurt her. She \ Ere sorrow's dark spell o'er my spirit had pass'd,
has still much fear of animals, and can hardly be in- ? 0r the soul had Srown chi11 in the storm's Piercin?
duced to touch the quiet and harmless house dog.' jl • Dlast »

Dr. Howe is decidedly in favor of letting children ? l deemed that this earth m,'^ht a Paradise Prove'
have that exercise for the lungs and chest which is so ? When its bowers were llIum'd b^ the sunli§ht of love'
disturbing to ' nervous' and ' quiet people.' He says : S x carelessly roam'd by the silver-toned rills,

1 When Laura feels any strong emotion her chest is > That sang their wild lays mid embowering hills,
inflated, the air is retained a moment, and then ex- } And joy'd in the flowrets that radiantly grew
pelled with quickness and force, and is interrupted in S in the shadowy dell, nurs'd by sunbeam and dew.
its passage by the glottis, tongue or lips, thus produc- C But the autumn-wind swept over hill-side and dale, j
ing a variety of interjections. The fact of these ; And my beautiful blossoms lay wither'd and pale ;
broken sounds will be interesting to the philologist s And the frost-spirit rear'd a dam arch o'er the tide,
because they form the connecting link between the natural ? Where with half supprest murmurs the pent water
language and speech; two things sometimes confound- ) glide,

ed, but which differ widely from each other ; natural s

language is the servant of the heart— speech is the hand- \ l have seen the young bride that went forth in her pride
maid of the intellect. $ To roam the wide world by her chosen one's side ;

'Pains have been taken with Laura to suppress < The rose-tint of joy on her bright cheek was glowing,
her disposition to make these disagreeable objections, \ And soft shining curls °'er her fair neck were flowing
for although they may be considered as parts of natu- } She fancied love's bowers were alltrellis'd with flower;
ral language, it is language natural only to the rudest I Where zephyrs might dally through golden wing'd hourf
state of society— in the lowest developments of intel- ( And se™Phs come down in the lov'd twilight time,
lect— and she is to live in a society where they would \ To sin^ the sweet songs of their own starr^ clime'

be disagreeable.' < , . , ■ .

P I have seen her again, and the once beaming eye,

1 Her teacher was one day talking with her on the ( Had wept the dark fountains of misery dry.
propriety of repressing these noises, when she said, 5 The gay wreathing smile from her sad lip was gone,,.
" she did not always try not to make them." Miss Swift, S And the beautiful cheek was all pallid and wan.
urged her reasons for wishing her to do so, when Lau- d On the fair marble brow sat the mockery of life,
ra said " but I have very much voice." This was the > For her spirit had fail'd in the world's bitter strife,
truth of the matter; the nervous energy, which rap- <J And she long'd to lie down where the weary ones r
idly accumulated within her while sitting still, found > With the pall of oblivion shrouding her breast.

BOSTON RECORDER.

THURSDAY, JUNE 1, 1843.

Laura bridgman.

In the Annual Report of the Blind Asylum,
just published, Dr. Howe gives an account of the
progress of this interesting blind and deaf-mute
girl, during the past year, in the course of which
he relates the following anecdote of the only
instance of deliberate deception which he has
ever noticed in her : —

''She came to me one day dressed for
a walk, and had on a new pair of gloves
which were stout, and rather coarse. I
began to tease her, (in that spirit of fun
of which she is very fond, and which she
usually returns with interest,) upon the
clumsy appearance of her hands, at which
she first laughed, but soon began to look
so serious and even grieved that I tried to
direct her attention to something else,
and soon forgot the subject. But not so
poor Laura; here her personal vanity,
or her love of approbation, had been
wounded ; she thought the gloves were
the cause of it, and she resolved to be rid
of them. Accordingly they disappeared,
and were, supposed to be lost; but her
guileless nature betrayed itself, for with-
out being questioned, she frequently taik-
ed about the gloves, not saying directly
that they were lost, but asking if they
might not be in such or such a place. —
She was uneasy under the new garb of
deceit, and soon excited suspicion. When
it reached my ears, I was exceedingly
pained, and moreover doubtful what
course to pursue. At last, taking her in
in the most affectionate way, I began to
tell her a story of a little girl who was
much beloved by her parents, and broth-
ers and sisters, and for whose happiness
everything was done; and asked her
whether the little girl should not love
them in return, and try to make them
happy ; to which she eagerly assented.
But, said I, she did not, she was careless,
and caused them much pain. At this
Laura was excited, and said the girl was
in the wrong, and asked what she did to
displease her relations ; I replied, she
deceived them ; they never told her any-
thing but truth, but she one day acted so
as to make them think she had not done
a thing, when she had done it. Laura
then eagerly asked if the girl told a fib, j

and I explained to her how one might
teJI a falsehood, without saying a word;
which she readily understood, becoming
all the time more interested, and evident-
ly touched. I then tried to explain to
her the different degrees of culpability
resulting from carelessness, from disobe-
dience, and from intentional deceit. She
soon grew pale, and evidently begun to
apply the remarks to her own case, but
still was very eager to know about "the
wrong little girl" and how her parents
treated her. I told her the parents were
grieved, and cried, at which she could
hardly restrain her own tears. After a
while she confessed to me that she had
deceived about the gloves, that they were
not lost, but hidden away. I then tried
to show her that I cared nothing about
the gloves, that the loss of a hundred pairs
would be nothing if unaccompanied by
any deceit. She perceived that I was
grieved, and going to leave her to her
own thoughts, and clung to me as if in
terror of being alone. I was forced how-
ever to inflict the pain upon her.

Her teachers f nd the persons most im-
mediately about her, were requested to
manifest no other feeling than that of sor-
row on her account ; and the poor crea-
ture going about from one to another for
comfort and for joy, but finding only
sadness, soon became agonized with grief.
When left alone she sat pale and mo-
tionless, with a countenance the very im-
age of sorrow ; and so severe seemed the
discipline, that 1 feared lest the memory
of it should be terrible enough to tempt
her to have recourse to the common arti-
fice of concealing one prevarication by
another, and thus insensibly to get her in-
to the habit of falsehood. I therefore
comforted her by assurances of the con-
tinued affection of her friends, tried to
make her understand that their grief and
her suffering were the simple and neces-
sary consequences of her careless or wil-
ful misstatement, and made her reflect
upon the nature of the emotion she ex-
perienced after having uttered the un-
truth ; how unpleasant it was, how it made
her feel afraid, and how widely different
it was from the fearless and placid emo-
tion which followed truth."

THE

COMMON SCHOOL JOURNAL.

VOL. VIII. BOSTON, OCTOBER 15, 1846. No. 20,

310 THE COMMON SCHOOL JOURNAL.

Truth. — Truth will ever be unpalatable to those who are
determined not to relinquish error, but can never give offence
to the honest and well-meaning ; for the plain-dealing remon-
strances of a friend differ as widely from the rancor of an
enemy as the friendly probe of a physician from the dagger
of an assassin.

For my part, when I behold a fashionable table set out in
all its magnificence, I fancy that I see gouts and dropsies,
fevers and lethargies, with innumerable other distempers, ly-
ing in ambuscade among the dishes. — Addison.

LAURA BRIDGMAN.

[In order that the volumes of the Journal may contain a
full account of this wonderful girl, we copy, at length, from
the Fourteenth Report of the Asylum for the Blind, Dr.
Howe's special report, embracing her last year's history. — Ed.]

To the Trustees.

Gentlemen ; My report concerning this interesting pupil
for the last year will be shorter than usual, because I intend
to publish soon a continuous and complete account of her
whole course of instruction.

This seems to be called for by the public, who, in various
countries, have manifested such a kindly interest in her case.
The accounts of her instruction contained in our previous
reports have been translated into several languages, and ex-
tensively read. But it is impossible to do justice to such a
subject in detached papers, published annually. Besides, the
series of those papers is not perfect ; large editions of some of
our reports having been completely exhausted by the demand.

The importance of the case, in a psychological and moral
point of view, justifies the attempt to put it upon permanent
record. It is due also to the many kind and excellent per-
sons who have manifested their sympathy for the chiR and in
various ways encouraged her teachers to perseverance, in the
attempt to overcome all the obstacles to the ful-1 development
of her imprisoned soul. The account of her progress during
the last year will, therefore, be general a^d concise.

Her health has been good, until within the last three
months, during which time her appetite has become impaired,
she has lost some flesh, and has grown feeble. I have not
been without apprehensions of serious consequences; but as
there is no appearance of any organic disease, it is reasonable
to hope that the functional derangements will yield to judi-
cious treatment.

THE COMMON SCHOOL JOURNAL. 311

The danger of the great and continual activity of her brain
and nervous system has never been lost sight of ; and constant
care has been taken to guard against its evil effects, by exer-
cise, and by amusements calculated to diminish it. But it may
be, that, in spite of our efforts, her system has suffered from
this cause.

In the normal condition of the body, the constant hungering
and thirsting of the youthful mind for knowledge is gratified
by the spontaneous and pleasurable exercise of the perceptive
faculties. The child has only to open his eyes, and learn,
every day and every hour, new combinations of form, dimen-
sion, size, color, distance, and motion, among the innumerable
objects around him. His ear and his other senses impart to
his mind a thousand sensations, which, by a natural process,
the mind, in its turn, attributes to external objects. All this
process is one of learning ; the result of it is knowledge, —
knowledge more varied and more valuable than any which a
teacher can ever impart. It is the gymnastics of the mind ;
and by virtue of that beautiful law which commands pleasure
to attend all natural exercise, it becomes both delightful and
health-giving.

But what to other children is spontaneous activity, or pleas-
ant exercise, is to poor Laura severe effort and fatiguing
labor. They see external nature as through a glass, and learn
a thousand things at a glance ; — she has to break through a
wall, and to examine every quality of every object by a slow
and tedious effort. It is true that she takes delight in the
effort, and has to be withheld from, rather than incited to,
making it ; but, although there may be the same proportion
between the degree of effort and the amount of pleasure as in
other minds, yet both are in excess ; and excess in any thing
is injurious.

It has always been strictly charged upon her teachers, and
I am sure never forgotten by them, that they are to guard
against too great mental activity. But it is almost impractica-
ble to prevent her from studying, for her common conversation
is in the spirit of inquiry ; so that it is possible her physical
health has suffered from it. She will not admit that she is
unwell ; indeed, she probably conceals from herself the fact that
she is so. But, from whatever cause her present indisposition
has arisen, every effort will be made to remove it. She has
already learned to ride on horseback, and takes gentle exercise
in this way, every day, upon a pony, which, of course, has to
be guided by a seeing person.

Her mind has developed itself, during the last year, in a re-
markable manner, as will be seen in the specimens of her
writing and conversation. It is very fortunate that I was able
to obtain as a successor to Miss Swift, — her former able and

312 THE COMMON SCHOOL JOURNAL.

excellent teacher,* — a young lady fully equal to the difficult
task of conducting her education. Indeed, to Miss Swift and
Miss Wight belong, far more than to any other persons, the
pure satisfaction of having been instrumental in the beautiful
development of Laura's character.

The last year, especially, has been one of great difficulty
and great danger ; for the period has arrived when the natu-
ral tendency of every human soul to separate and independ-
ent individualism becomes very strong, — that critical period
when there is often a severe and sometimes a fatal struggle
between the conservative spirit of the old, who would stunt
the growth of the young and keep them in the dependence of
childhood, and the aspiring spirit of the young, which irresisti-
bly impels them- to independence.

I have always looked forward to this period of Laura's life
with great anxiety. She is now passing through it ; and it is
not given to me to conceive any wiser course than her present
teacher has followed. Indeed, I believe that no one has con-
ceived so high an idea of woman's patience, devotion, tender-
ness, and capacity, that it would not be raised, if he could see
as minutely as I have seen the whole of them exemplified in
the daily intercourse between Miss Wight and Laura. Any
praise of this kind bestowed by one person upon another, who
is in any way connected with him, is usually in bad taste, to
say the least. But I am constrained to give it in this case,
because I feel, that, unless I do so, I shall receive what
does not belong to me, — the credit of another's good works.

There have been a few moments during the year, when,
either from the developing tendency to independent individu-
alism above alluded to, or from constitutional irritability, or
both, Laura has manifested a spirit which threatened violent
explosions of temper. I am certain that, if, at such times, she
had been treated with the slightest sternness, or even with
coldness and indifference, the effect would have been most
unfavorable. But her teacher, never for a moment losing her
temper, never ceasing to manifest the tenderest interest in her
pupil, yet not obtruding it upon her, or making it the pretext
for overruling her will, has succeeded in making Laura judge
and condemn herself ; so that, without being accused, she has
perceived her fault, and, without being punished, she has come
out of the trial stronger and better than before. This I hold
to be a rare attainment in the art of teaching ; it is more, — it
is the best kind of moral training.

It will be seen by the extracts which will follow, that Laura
has acquired much greater facility and copiousness of expres-
•

* It is possible that some remarks in my last report may have been construed
into censure of Miss Swift ; but they were not intended for that effect. She

fulfilled her duty with ability and conscientiousness.

THE COMMON SCHOOL JOURNAL. 313

sion than before ; nevertheless, a great portion of the year has
been spent in teaching her the use of language. It is often
said that, in order to have precision of language, there must
be precision of thought; but the converse is equally true, — in
order to have precision of thought, (over a great range of ob-
jects,) there must be precision of language. Hence appears
the great importance of storing the mind abundantly with
words to which a precise meaning is attached, during that
period of life which nature clearly points out as the only one
well fitted for the task, namely, the period of childhood and
early youth.

It may be proper here to remark that, whenever any ex-
pression of hers is quoted in the reports concerning her, it
is done with a sense of the importance of a scrupulous ad-
herence to the exact form which she used ; no change and no
correction is ever made, not even of the orthography.

I shall endeavor to make the extracts illustrate the mode of
teaching her, as well as her own course of thought.

One day, her teacher had remarked to her that the first set-
tlers of this country sometimes had difficulty in procuring
enough to eat ; whereupon, she asked, suddenly, " What re-
past did one man eat ? " She explained herself by adding,
" When there was but one man on the earth." The answer
was, that there were fruit and berries. " But," said she,
" when he was very small ? " She paused a while, and then
added, " I guess God took care of him, and gave him some
milk."

Her teacher was reading, the same day, something in which
a compass was mentioned ; upon which she was desirous of
knowing all about it. Her teacher showed her a magnet, and
applied it to a toy in the shape of a swan floating upon the
water. When she felt the bird to be attracted by the magnet,
her face grew very red, and she said, much surprised, " It
makes it life ; it is alive, for it moves." Her teacher then
asked her if the bird ate, or slept, or walked, or could feel.
" No," she replied j but still seemed hardly convinced that
the magnet did not give life to the bird, until she was shown
its effect upon a needle.

This led to an explanation of attraction ; and she soon af
terwards showed her disposition to apply all new words in as
many senses as she can, by suddenly embracing her teacher,
and saying, " I am exceedingly attracted to you, because you
are always so kind."

A little reflection upon the mental process by which she
converted a term expressive of a physical relation into one ex-
pressive of a mental emotion will explain the difficulty which
many persons find, in understanding how she ever learned ab-
stract terms, and words significative of mere emotions.

Laura, of course, cannot convert those terms which usually

314 THE COMMON SCHOOL JOURNAL.

express physical relations into terms expressive of moral rela-
tions, so easily as other young persons can : but in her case,
as in theirs, the mental process is a natural and almost invol-
untary one. All children go through it without any special
instruction, and use metaphorical language long before they
know what a metaphor is.

The teacher plays a much humbler part in the intellectual
development of children than he is usually supposed to do.
His influence in the formation of moral character may be
greater ; but, too often, he labors upon the former to the neg-
lect of the latter.

On the same day above referred to, she was speaking about
something which recalled the past, and asked, " Why was I
not always so good ? " Not receiving an immediate answer,
she added, " People cannot always do right, as one man did,
who lived many years ago. Doctor says nobody ever does
right always, as Jesus Christ did." Her teacher told her that
we must always try to do perfectly right, and then we should
grow better and better. She then asked, " If we are perfect,
shall we be like God ? "

The following extract from her teacher's journal wijl show
how minutely her little faults are noted, and how they are
treated.

" Sunday, Nov. 10th. Laura went to church with me in the morning. In
the afternoon, I left Jane Damon with her, with permission to stay a short time.
When I returned, Laura did not welcome me as usual, and made some objec-
tion to a walk whicli I proposed ; but she was soon ready for it. I learned
frorft Jane that Laura had done something that she, (Jane,) had promised not to
tell me. I asked Laura why she was not willing that I should know every
tiling that she did while I was away. She said, ' I was afraid you would re-
prove me.' I asked her if I ever spoke unkindly to her when she had done
wrong. ' No,' replied, she, very emphatically, ' you never blame me. Why
did I pull the wire?' I answered, that I thought curiosity and playfulness
made her do it ; that it was not wrong to be curious and playful, but that it
was wrong to try to conceal from me when she thought she had done mischief.
1 1 did not know it was to conceal,' said she. I told her that it was best for me
to know what she did and thought, that I might be able to advise her. ' I knew
it was wrong to pull the wire.' Jane had told me also that Laura was unwill-
ing that she should leave her, and made several very unpleasant noises. I
alluded to this, when talking with Laura, and she said, ' I was not impatient.'
' But,' said I, ' Jane said you made some bad noises.' ' I did n — ,' she began
to say, hesitatingly ; when I said, ' Did you not make noises ? ' and she re-
plied, ' I believe I did not refrain from making bad noises.1

" I was now obliged to leave her for a short time. When I came back, she
was not inclined to say much, and seemed trying to force a smile. By this
time, the headache which had followed me all day became quite severe, and I
left her again for a while to her reflections. It is the first time that she has
attempted to deceive me. She was afraid, perhaps, that she had done some
injury to something. She could have no fear that I should speak severely tc
her, for I never blame her in the least. Generally, when she is doing or say-
ing any little thing that I disapprove, I simply stop it at the time, and afterwards
speak of the thing abstractly. She will apply my -emarks to herself and to
the circumstance, but without any unpleasant excitement of feeling, and she
remembers them a long time. ,

" Many times she has said, i I cannot be perfectly good, as Jesus Christ was.'
I have told her that every one should try to be perfectly good, and never be

THE COMMON SCHOOL JOURNAL. 315

willing to do wrong even in a little thing, — explained to her that perhaps it
Avas a desire to appear perfectly good which prompted her to conceal that
which she was afraid was wrong.

" When I spoke to her again, she said, ' I was praying to God, and told him
that I had been so wrong ; and I asked him to forgive me and send me better
thoughts. I told him my motives were bad, to conceal from you, and to tell you
that I did not make impatient noises.' She then put her hand on my hot head,
and asked what made it worse. 1 answered, * Sad thoughts.' She said, ' I am
sorry you were detained from being happy by a sad circumstance. 1 have told
God that I will not do so wrong again.' "

Here is another extract illustrative of the same thing.

" Oct. 2ith. At eight o'clock to-day, Laura came to me and said, ' Doctor
wants you to teach me about motives. What are motives ? '

" After giving the meaning of the word, I referred her to a story that I read
to her last evening. It was of a benevolent, kind-hearted little boy, who ex-
pended his money in purchasing little comforts for those who needed them,
making it his happiness to do good to the poor and unfortunate. She was very
much interested in talking of the character of the boy, and of his sister and
mother. .' It was a good motive for George to give nice tilings to poor people.'
* Doctor had a good motive to give us this nice large room to be so warm and
comfortable ; he is very benevolent. But Jesus Christ was the most benevo-
lent ; we cannot be benevolent as he was.' ' I cannot be benevolent, and do
kind things to crazy people, and blind and deaf people, and cure them.' ' God
is very benevolent ; he does so many things to make people happy.' I then
tried to show her how she might be truly benevolent, in little things, every day.
' I give away many things,' said she. I convinced her that it was not always a
proof of benevolence to give things away. During the whole lesson she was
very serious and thoughtful, pressing my fingers closely, so that no letter
should escape her.

" Friday, Oct. 25th. Laura seemed to me very rude and boisterous, and not
easily restrained as usual. It was very discouraging to me, and 1 gave myself
up to sad thoughts. Laura soon perceived it, and asked why. I told her she
did not try, so much as I wished, to grow still and gentle, though we had talked
so much about it She sat still some time, and then said, ' I love Mrs. Smith
best, she is so gentle.' This was evidently said to trouble me, and did not
relieve me any. This is one of the very few instances when there seemed to
be unkindness in the child's heart.

" But she soon repented. After dinner, she was up stairs, and was gone for
some time ; when at last she came down and found me, she said she had a nice
present for me to make me more happy, and that she would try more to improve.
She said this very sadly. I took her present, and exerted myself to appear as
cheerful as usual.

" The present she brought was a pincushion, one of her choicest treasures.

" Lessons as usual. Talking with Laura about being kind and benevolent.
She began to give me a long account of little kind things that she had done.
After a time, I told her that sometimes people did kind things that their friends
might praise them, and think they were very kind and benevolent.

" We talked of it some time, Laura's face growing more and more red, yet
half smiling. I could see she was applying the remark to herself, as, indeed,
she does every thing that she hears of this kind. 'Why do I like to be
praised?' she soon asked. I told her that every one did, and that it was right
for us to like to have our friends love us, and praise us too, if we were good.
Supposed the case of two little children, one of whom was very kind to his
sisters that his mother might call him good, and the other did the same because
he was glad to see all happy, &c. Asked her which she thought was the best
child. She hesitated a moment, and replied, ' The boy who wanted to see other
children happy.' "

There may be better ways of correcting such faults in chil-
dren, but there are, certainly, many worse ones in frequent
use. Punishment of the common kind, even that of rebuke,

316 THE COMMON SCHOOL JOURNAL.

might have driven Laura into a habit of deceit which would
lead to duplicity, and which could hardly be cured, except by
herself after her conscience had become active and strong.
But it will be seen that this very habit prevents the growth
of conscience, and too often dwarfs it forever.

This is a subject which cannot be considered too much or
too carefully, for the neglect of it lies at the bottom of much
of the evil in society.

The will and the conscience are twin-born : and the exer-
cise of the will should be made to promote the growth and
strength of the conscience, as the exercise of the muscles pro-
motes the growth and strength of the bones which support
them.

If we forbid children to exercise their own free-will, if we
command them to heed our will alone, then we should also
supply them with our conscience, and make that the companion
of our will. But this is evidently impossible ; consequently,
we often punish children because they do not follow our way ;
and we neglect the training of their conscience, and then pun-
ish them because it does not guide them aright.

Parents have a right to expect obedience from their children
in all important matters ; moreover, it is their duty to require
it ; but they have no right to forget or neglect their own duty
to them. Nature gives to children feebleness of will to fit
them for this obedience which we fail not to require ; and she
gives them feebleness of conscience, that our conscience may
be for a while their guide, and keep them from undue temp-
tation; but this latter duty we often neglect.

Truth is plainer, and more agreeable to children, than false-
hood, and right than wrong. They have a conscience, too,
which tells them which to prefer ; but it is feeble, because
Nature did not intend they should rely solely upon it at first,
any more than, when giving them a will, she intended that
they should be independent of us.

They have also many faculties and desires ; and if these are
abused in any way, they may become passions which the fee-
ble conscience cannot resist. Most children are as pure as
Eve was ; but the tempting apples are left hanging so thick-
ly around them, that it would be a marvel if they did not
eat.

Children incline to tell the truth, and will tell it unless
some stronger desire, as fear, (that is, temptation,) induces them
to lie. The general error is in supposing they have no con-
science ; whereas, it has perhaps been neglected, or we have
allowed it to suffer a strain greater than it would bear.

"Numerous as are the apparent exceptions to this, they do
not affect the correctness of the principle. The laws of descent
influence the moral tendencies as well as the bodily forms of
children ; a man may entail his dwarfed conscience, as he may

THE COMMON SCHOOL JOURNAL. 317

his diminutive nose, upon his descendants. Thousands of pa-
rents " have eaten sour grapes," and millions of children
" have their teeth set on edge." But take the descendants
of truly moral ancestors, in a moral society, and if they are
" trained up in the way they should go, they will not depart
from it."

I do not believe that Laura Bridgman is so happily organ-
ized as many other children. I think she has some constitu-
tional disturbing forces which do not affect others. Neverthe-
less, I am confident that, for many years, she has never varied
from the truth, nor swerved from the right, unless under the
influence of what were, to her, strong temptations. That such
temptations were not kept from her is my fault, or the fault
of those circumstances which keep us all so far from perfec-
tion.

We must not bind upon her, nor upon other children, greater
burdens than they can bear ; but if we will act upon the prin-
ciple, that the mind can be trained to perceive moral relations
as quickly as it does material relations, we shall enable her and
them to walk uprightly through life. I will illustrate my
meaning by a reference to the process of training the mind to
the study of arithmetic.

There are certain immutable relations of numbers, and by
long and close attention to these the mind sees, as it were by
intuition, what before was incomprehensible. A child, at first,
does not understand the relation between two and three, or that,
when united, they make Jive; but by dissecting the five} — by
counting upon his fingers, by taking Jive objects and putting
three in one heap and two in another and then uniting them, or
in other ways, — the relation is demonstrated to the child, and
his mind ever after assents to it as a matter of course. But it is
by no means a matter of course at first ; and the mental facul-
ty by which the relations of number are perceived requires
greater or less training, according to its natural capacity.

It is certain that 333 multiplied by 555 make 184,815 ;
and one whose natural faculty for perceiving the relations of
numbers is extraordinarily active, or one that has been long
and carefully trained, will see it as quickly as we perceive
that three and two make Jive. Not so, however, with a com-
mon and untrained mind ; such a one would have to dissect
the numbers as the child dissects Jive, and arrive at the result
by two or more lines of proof, before there would be a cer-
tainty of the correctness of the result.

Now, the moral relations of things are not less certain and
immutable than their numerical relations. We think we see
the right and wrong on certain questions intuitively and without
training ; but we have to go through very much the same exer-
cise of the faculty by which we see it, as we did before we
perceived the relation between two and Jive. On other sub-

318 THE COMMON SCHOOL JOURNAL.

jects, where the disturbing force of interest, prejudice, or
passion, interferes, we cannot see the true moral relations of
questions at once, any more than we can at first see the result
of 333 multiplied by 555 ; but, by careful training of the con-
science with the intellect, we can at last attain to it.

A merchant will tell, by a glance at the balance-sheet, what
is his share of the year's profit of his house, — a process for
which a schoolboy would require his slate and pencil. But
perhaps there have been transactions of doubtful morality,
during the year's business, which the well-trained conscience
of a schoolboy would solve at a glance, but which the mer-
chant could hardly decide even with the aid of a moral slate
and pencil.

By observing such principles as these, and by being mindful
always that Laura has a conscience, which, like the con-
sciences of most children, if not yet fully developed, may be
so trained as to be firmly relied upon, her teachers and friends
may reasonably expect that, when grown to maturity, she will
show great firmness of character.

Let it not be supposed that the foregoing instances of un-
arm able conduct are given as specimens of Laura's general
conduct ; so far from it, they are very uncommon exceptions
to her usual kind and conscientious deportment. I give them for
two reasons ; because I would faithfully describe what so many
are interested to see in all its lights, and because the lesson
may be useful to others.

It is a curious case, this of Laura's. A poor blind and
deaf girl, of humble history and humbler hopes, unconscious
of being the object of special regard, and yet every act
and word carefully noted down, and more eagerly looked for
by thousands, in various parts of the world, than those of pur-
ple-born princesses ! And yet it may not be a solitary case.
It may be that each one of us is watched over with tender in-
terest by guardian spirits, — that "all our faults are observed,
conned and scanned by rote, and set in a note book," not, per-
haps, " to be cast in our teeth," but to serve the great purposes
of truth and good.

Could Laura be suddenly restored to her senses, and clothed
with our faculties and intellect, which so far transcend hers,
she would stand amazed to find herself the centre of so much
observation. She would look fearfully and anxiously back, to
recall all her past thoughts and deeds, and perhaps painfully re-
pent that some of them had not been better. So it may be with
us, when the clog of the flesh shall be removed from those fac-
ulties and powers that so far transcend those of the body. We
may find that what we whispered in secret was heard through
the universe, — what we did in the darkness was seen as at
noonday. But it is belter for her and for us that it should be
as it is ; that we should shun the wrong, not because others

THE COMMON SCHOOL JOURNAL. 319

may punish us, and do the right, not because others may re-
ward us, but because the one is good and the other is bad.

Laura has often amused herself, during the past year, by little
exercises in composition. The following story, written during
the absence of her teacher, will serve as a specimen of her
use of language. The last sentence, though not grammatical,
may be considered as the moral, and a very good moral, of
the whole.

"The Goodnatured Girl —

" Lucy was merely nine years old. She had excellent parents She always
did with alacrity what her mother requested her to do She told Lucy when it
was time for her to go to school ; so Lucy ran and put on her bonnet and
shawl and then she went back to her mama She offered Lucy a basket con-
taining some pie and cake for luncheon. And Lucy went precisely at school-
time and when she got to the house she took her own seat and began to study
diligently with all the children And she always conformed to her teachers
wishes — In recess she took luncheon out of her basket but she gave some of
it to her mates — Lucy had some books with pictures and slate in her desk —

" When she went home she found that dinner was all ready — Afterwards
her mother took her to tke tea with her friends. Lucy was much delighted to
play with her little cousins Lucy and Helen ; and they let her see their play
things. After tea Lucy was sorry to depart ; and when she went to bed she
thought that she had made it pleasantly to all her friends with little joyful
heart."

Laura keeps a sort of diary, in which she writes with her
own hand an account of what passes every day. It is gen-
erally a bald narration of the facts ; but an extract will give
an idea of her daily routine of study. The diary is generally
very legibly written. I will transcribe a day's record, exactly
as she wrote it, with her spelling and punctuation, putting any
explanations that may be necessary in brackets. The only
alteration is in the use of capitals, which she has never been
taught to make.

"Sixth of Jan Tuesday.

"I studied arithmetic before my breakfast. Afterwards Miss Wight was
occupied for Dr. till quarter to ten. Then she read to me about Bible. Abra-
ham went to live in the city Gerar. He and his wife lived in the western cor-
ner of Palestine place [country.] But his son Isaac was very kind to comfort
his parents when they grew old [.] Isaac was always good to take care of
them and made them feel very happy. Abraham thanked God for his kindness
exceedingly.

« Wight taught me two more lessons geography and history. Putnam was
a farmer who was ploughing his land with the cattle in a field. When tidings
were brought to him of a battle at Lexington he did not stop to unhartness the
cattle but ran very rapidly to his home and went to live in Boston. In a few
weeks thirty thousand of soldiers arrived to Boston. Most of them had no
cannons nor leads nor guns. And the British went to Bunker Hill from Boston
to attack the Americans and expel them away when they were going to fire
upon them. And when the British saw them ready they were surprised."

Her store of knowledge has been very much increased
during the last year. It will be seen, too, that she has im-
proved in the use of language ; and when it is considered that
other deaf mutes have as great advantage over her as we

320 THE COMMON SCHOOL JOURNAL.

have over them, if not greater, her style will bear comparison
with theirs.

She has become somewhat more thoughtful and sedate than
formerly, though she is generally very cheerful, and sometimes
displays a childish humor that shows her age is to be measured
by the degree of her mental development, rather than by the
number of years that she has lived.

She has .extended the circle of her acquaintance, and has
endeared herself to many persons who have learned to con-
verse with her. It is the earnest hope of all that her life may
be prolonged, and that we may be enabled to do our duty to
her and to ourselves, by making it as happy and as useful

as P°sslble' S. G. Howe

From the Chinese Art of Health. — Let hunger regulate
your food, and never eat too much at once ; excessive eating
tires the stomach, and produces many diseases.

Never think of drinking unless you are dry, and then merely
quench your thirst ; too much drink corrupts the blood, and
may cause dropsy.

Take an early breakfast, and do not go out of doors fasting,
particularly when the air is hot or foul.

Let your breakfast be moderate ; do not overload your
stomach with meats in the morning.

About noon eat a hearty meal of plain, wholesome food, and
let it be neither too pungent nor too salt.

Avoid salted meat, fish, and other salted food ; they injure
the blood, the heart, and the lungs, and cause an unnatural
thirst for too much liquids, which drown the stomach.

Beware of pungent food ; it burns the palate, the stomach,
and the bowels.

Sour food is very improper; it produces crudities, acidity,
colics, and indigestion.

Eat meat only when it is hot ; when cold, it is of heavy
digestion.

Eat slowly, and chew your food well. To eat in a hurry,
is to eat like a dog or a wolf.

Seldom gratify your appetite to its full extent ; for you may
overload your stomach, and thus gradually impair its digestive
powers.

Eat no meats of hard digestion, and be careful to avoid those
that are half raw or not well cooked. Very fat meat, and that
which is dressed with much pepper and spices, is more injuri-
• ous than nourishing.

[The Common School Journal is published semi-monthly, by William B.
Fowle, No. 1384 Washington Street, up stairs, (opposite School Street,) Boston.
Horace Mann, Editor. Price, One Dollar a year, payable in advance.]

THE

CHRISTIAN OBSERVATORY.

Vol. I. BOSTON, MARCH, 1847. No. 3.

LAURA BRIDGMAN,

We owe Dr. Howe our warmest thanks for discharging a por-
tion of our debt to this interesting being, by bringing her within
the range of our sympathies, and under the eye of philosophic
observation. Her case presents many aspects, which claim the
attention of the Christian community, and afford scope for Chris-
tian benevolence. How is she to learn the gospel of Jesus Christ ?
She is virtually as far from it as the remotest Siberian. Who,
then, shall convey to her " the truth as it is in Jesus ? " Dr.
Howe has promptly replied : "I will go ; send me." And so he
has become her missionary and preacher, as well as her teacher.
He has not only embraced a theological system for himself, but

LAURA BRIDGMAN. 131

he has also embarked another spirit with his own upon it, that
they may together seek their eternal destinies.

Laura Bridgman was born in Hanover, N. H., on the 21st of
December, 1829. She was a pretty, sprightly infant, with bright
blue eyes ; but very feeble, and subject to severe fits. These
continued until she was twenty months old, preventing the growth
of the mental powers. But from that time, for four months, she
was in good health, and manifested sufficient intelligence to satisfy
a mother's desires. The disease to which she had been subject
then returned with great violence, and not until her fourth year
was completed did she entirely recover her health. In the mean
time, her sight and hearing were destroyed ; speech she never
had, and smelling and taste were nearly lost. In this state Dr.
Howe found her, and undertook to educate her. She came to
Boston on the 4th of October, 1837, being then nearly eight
years old.

Never was " the key of knowledge " more exclusively in the
hand of a teacher. The unsealing of a spirit, long locked up in
darkness and fearful loneliness, was now to be performed. Her
benevolent and patient instructors seem to have hovered like
angels of mercy over the cavern which imprisoned her soul ; for
long days anxiously seeking to find some opening in the rocky
walls, through which they could convey the light of knowledge.
Their efforts were rewarded with ample success. We lament
that our limits will not allow us to describe the judicious and in-
tensely interesting measures, by which she was rapidly led from
the first and rudest stages of knowledge to the acquisition of
arithmetic, geography and other elementary sciences, and also a
remarkable skill in writing original compositions. We regret, too,
that we have not room to recite the philosophical observations of
Dr. Howe, except the following : " There seem to have been in
this child no innate ideas, or innate moral principles ; that is, in
the sense in which Locke, Condillac, and others, consider those
terms. But there are innate intellectual dispositions, and more-
over innate moral dispositions ; not derived, as many metaphysi-
cians suppose, from the exercise of intellectual faculties, but as
independent in their existence as the intellectual dispositions them-
selves.''

The following is his testimony to the qualities of her mind and
heart : " In her intellectual character, it is pleasing to observe an

132 LAURA BRIDGMAN.

insatiable thirst for knowledge, and a quick perception of the re-
lations of things. In her moral character, it is beautiful to behold
her continual gladness, her keen enjoyment of existence, her
expansive love, her unhesitating confidence, her sympathy with
suffering, her conscientiousness, truthfulness and hopefulness."

And every thing that a sound judgment and benevolence could
dictate, has been done to aid this development. The course of
instruction, having no rules, nor models, nor experience, to guide
it, has wisely been adapted to the hints that nature seemed to
throw out from day to day.

Thus far we have followed her kind teacher with unqualified
approbation ; but no farther. It is scarcely possible that a case
like this can have occurred in this community, divided as it is on
fundamental questions in theology and religious education, with-
out involving some of those very questions. We fully concede to
Dr. Howe the right of educating Laura Bridgman according to
his personal convictions. And then we claim also the right of
stating wherein we differ from him, and what we anticipate to be
the consequences of his course both in time and eternity.

We also feel called upon to speak to the good people of the
Commonwealth of Massachusetts, orthodox and heterodox, liberal
and illiberal, of some facts which will be new to many of them.
We shall state these facts in order.

1. The Perkins Institution for the Blind is a sectarian institu-
tion. The proof of this is found in the fact, that its system of in-
struction inculcates and propagates a particular set of dogmas or
tenets. The theological character of the school is one of its most
prominent features. It deserves attention on account of its reli-
gious zeal, as manifested in making tracts of its Reports ; and on
account of its affinity with other theological propagandists, as
shown in the reappearing of its doctrinal statements in the " Com-
mon School Journal." Its creed is distinctly characterized by
the Pelagian tenets. The one grand doctrine which Dr. Howe
has labored to prove from the case of Laura Bridgman is, that
man is by nature holy. On this controverted Pelagian ground,
his Institution takes its stand. Annually it gives us instruction on
this doctrine as illustrated, and, in its view confirmed, by Laura
Bridgman' s history.

For example ; the last Report informs the public, that " most
children are as pure as Eve was ; but the tempting apples are

LAURA BRIDGMAN. 133

left hanging so thickly around them, that it would be a marvel if
they did not eat."^ Here we have a great theological dogma
gravely incorporated in an official Report. We are not told how
so wide-spread a fact has been ascertained, as that " most child-
ren are as pure as Eve." Half the pains of obtaining universal
testimony is ingeniously saved, by putting in that little word
" most." Evangelical Christians, however, will not accredit the
testimony in regard to the half, and at least one over, of all the
children that have ever lived. They will stand amazed before a
Blind Institution which pronounces that more than half the child-
ren, even of one generation, are as pure as Eve before her apos-
tacy. This doctrine is not taught in the Bible; it does not
appear in history ; it is not reported by missionaries or travel-
lers ; but Pelagius believed it, and this Institution declares it.
Nor do they stop at this dogma ; their Pelagianism comes out in
another form. Men are wicked ; and the fact is to be accounted
for. Pelagius maintained that the native character of man is
good ; that apostacy in Adam was not the cause of the apostate
condition of our race ; and that circumstances make the charac-
ter ; and that they so account for the wickedness of each one,
that, if you alter the circumstances, you may prevent the occasion
of sin. This is just as much, then, a distinguishing dogma of a
sect, as is the Trinity, or total depravity. It is a dogma that
everywhere distinguishes the Socinian from the Calvinistic sects.
And we find it asserted in the Report, and echoed in the Journal.
The tempting apples make men wicked. Laura is constantly
held up as more pure than others, because she has no eyes and
ears. In fact you would sometimes think, in reading the Report,
and its eulogistic commentary in the Common School Journal,
that, if our Creator had given none of us eyes, there would have
been no sin. Dr. Howe ascribes the fact of our all being " so
far from perfection," to " the fault of circumstances."! He, and
his admirer of the Journal, exult in Laura Bridgman, as proving
the Pelagian theory to be true. The argument is this : Where-
ever the human mind can be kept from unfavorable " circum-
stances," it is pure ; because Laura Bridgman, who had been
kept from unfavorable " circumstances," is pure. We have thus

* Fourteenth Report, f Ibid.

VOL. I. 12

134 LAURA BRIDGMAN.

proved that the Perkins Asylum for the Blind is a sectarian in-
stitution.

2. Our second declaration is, that its sectarianism is of an
illiberal kind. And here we acknowledge that, although we live
in the very focus of " liberal " Christianity, we are at a loss to
perceive wherein its " liberality " consists. We have always re-
garded the appropriation of this term to themselves, by Unita-
rians, as in bad taste and as unjust. They are, in fact, just like
other people ; tolerant of what they like, and generally not over
kind to those who differ from them. They are just as jealous as
their neighbors, as to any interference with the religious opinions
of their children. We see no propriety in the monopoly of the
term "liberal" by them. But Dr. Howe is a public officer ;
responsible indeed to teach Laura Bridgman the truth, but not
responsible to represent only Pelagianism in his Institution, and
to stand as door-keeper to shut out the views and sentiments of
thousands of his fellow-citizens. What we mean by charging him
with illiberal sectarianism is, to use the phrase, first, in the Uni-
tarian sense ; and say it is illiberal to desire to shut Laura
Bridgman up to the Pelagian more than to the Calvinistic, or any
other set of dogmas.

We also call their sectarianism illiberal in the orthodox sense ;
because it enters into the sacred department of motives in anoth-
er's breast, and judges them; thus lacking the charity that
" thinketh no evil." " Judge not, that ye be not judged," is a
divine precept that would have been of service to the Doctor, had
he thought of it when writing this insulting passage :

" During my absence, and perhaps before, some persons more zeal-
ous than discreet, and more desirous to make a proselyte than to keep
conscientiously their implied promise of not touching upon religious
topics, — some such persons talked to her of the Atonement, of the
Redeemer, the Lamb of God, and of some very mystical points of
mere speculative doctrine. These things perhaps were not farther
beyond her comprehension than they were beyond the comprehen-
sion of those persons who assumed to talk to her about them ; but
they perplexed and troubled her, because, unlike such persons, she
wished that every word should be the symbol of some clear and defin-
ite idea.

" She could not understand metaphorical language ; hence the Lamb
of God was to her a bona Jide animal, and she could not conceive why
it should continue so long a lamb, and not grow old like others and be
called a sheep.

" I must be supposed to mention this only as her faithful chronicler,

LAURA BRIDGMAN. 135

and to do it also in sorrow. If the poor child spoke inadvertently on
such topics, it was without consciousness of it, and she was made to
do so by indiscreet persons, not by any communications of mine or of
her teacher. We shall never speak to her of Jesus Christ, but in
such a way as to impart a portion at least of our reverence, gratitude
and love."

This we call illiberal, and can hardly compel ourselves to re-
frain from denominating it blasphemous. It is then to be under-
stood, that if any person who believes that man is to be saved by
faith in Jesus Christ, " the Lamb of God that taketh away the
sins of the world," and ventures to announce it to Laura Bridg-
man, he is improperly " desirous to make a proselyte ; " while
the Doctor is perfectly pure and disinterested in his motives when
lie inculcates his own views. We know not who the unfortunate
persons may be, that have received this castigation from his
hands ; but we regard this treatment of them as illiberal, in our
sense of the word ; that is, uncharitable. The whole evangelical
world is insulted by this illiberal censure ; for with one voice it
would pray that poor Laura might be led to the Lamb of God.

But the climax of the illiberality of this Institution appears in
inuendos and blasphemous expressions. In one place it is said,
as a back-handed blow at all doctrinal instruction : " It is not to
be doubted that she could be taught any dogma or creed, and be
made to give as edifying answers as are recorded of many other
wonderful children, to questions on spiritual subjects."* And in
the passage above quoted, what is it but an insult to the Lamb of
God, now adored in heaven, and to all who here on earth adore
him under that, as much as under any other of his titles, to have
this ridiculous association presented ? True, Dr. Howe may say,
he was only recording what this poor girl conceived about it-
True, he adds that he states it in sorrow. The Doctor must for-
give us if we half suspect that he relished the joke, and thought
it too good to be lost. How many, we have frequently asked,
as we looked on that painful passage, — how many have laughed
where the Doctor was weeping ; nay, some of them at his tears ?

3. The sectarianism of the Perkins Institution is inconsistent
with itself. Its theology is not only Pelagian,. but Socinian ; yet
many of its instructions go counter to the tenets of that school.
Man is good by nature, is its assertion ; if the fact were other-

* Fourteenth Report,

136 LAURA BRIDGMAtf.

wise it would impeach the character of God, is its logic. But
hear the Report concerning this very Laura, this unbiassed, un-
tainted creature, that has escaped every untoward influence, if
we except her once hearing about the Lamb of God. It was found,
before she entered her ninth year, that the will needed control ;
and " that as the propensities should increase with her physical
growth, so would the difficulty of restraining them increase."
How can this be ? This is none other than the hated evangelical
doctrine. Here is the pure and unsullied nature of Laura Bridg-
man, which has been held up for five or six years, as the grand
refutation of Calvinism, and the confirmation of Pelagianism,
tending, after all, like every other child of Adam, to wrong and
transgression ! The Saviour says that a tree is known by its
fruits. He denies that there can be wickedness where there is
not a wicked heart. But how reconcile Laura's unsullied purity
of heart with her deception, her anger, her unrelenting impeni-
tence, her delight in inflicting pain ; instances of all which are
related ?

4. This sectarianism is unscriptural. We cannot say how
much, or how little, this may weigh with gentlemen of the tran-
scendental school, whose trace we find in every sort of movement
in the metropolis ; religious, political, educational and reforma-
tory. But with the old-fashioned people, for whom we mainly
write, it will be a point of some interest, to know how far the
Word of God is thrown aside for the wisdom of man, in the train-
ing of our children. The Perkins Institution for the Blind not
only adopts certain principles for the religious training of the
young, but also promulgates them as general principles, which all
teachers should . adopt, modifying them only by the different cir-
cumstances of the pupils. In their scheme of religious educa-
tion, the Word of God is avowedly laid aside. Dr. Howe says:
u As I can see no necessary connection between a moral and
religious life and the intellectual perception of a particular truth,
or belief in a particular creed, I see not why I should anticipate
what seems to me the course of nature, in developing the mental
powers. Unaided by any precedent, one can look only to the
book of Nature."* This is an explicit avowal of the principle,
that the Word of God is not the proper instrument for training

* Report for 1842.

LAURA BRIDGMAN. 137

the infant mind. The reasoning upon which it is here founded,
is as strong as the case admits, but is fatal to itself. For if there
be "no necessary connection between a moral and religious life
and the intellectual perception of a particular truth," how are
the truths of the " book of nature " to help the matter ?

We wish to have it distinctly understood, that the sectarianism
of that school is not founded upon the Bible, and is, therefore,
of an infidel character. Dr. Howe, like other gentlemen of that
class, will, we have no doubt, avow a great reverence for many
things in the Bible. But in all his Reports we can see no trace
that he regards its biography, its theology, its devotional mod-
els, its commands, promises, threatenings or invitations ; its views
of man or God, of time or eternity, as at all important to educa-
tion. He contradicts the Word of* God, and teaches children so.
Dr. Howe teaches the children and the public that they are pure
by nature ; pure as Eve. " Truth is plainer and more agreeable
to children than falsehood ; and right than wrong. Children are
inclined to tell the truth."^ " The different traits of Laura's
character have unfolded themselves successively, as pure and
spotless as the petals of a rose ; and in every action, uninfluenced
by extraneous influence, she gravitates towards the right, as natu-
rally as a stone falls to the ground."! " She seems to be one of
those who have the law graven upon their hearts ; who do not see
the right intellectually, but perceive it intuitively ; and who, if
made to swerve a moment from the right by any temptation, soon
recover themselves by their native elasticity."* How does Dr.
Howe know, when she does wrong, that it is all from outward
influences ? What authorizes him to' contradict our Lord, who
says, that " from within, out of the heart of man, proceed evil
thoughts ? " The Scriptures say, " The heart is deceitful above
all things ; " and that men " go astray, from the womb, speaking
lies;" there is "none that doeth good, no, not one." But in
the face of all this, we are told of children as pure as Eve, as
pure as the petals of the rose, inclining to truth and right rather
than to falsehood and wrong.

We are also taught by these Reports, that Laura Bridgman
can be saved without faith in Christ and his Atonement, without
a knowledge of the Word of God, and without the Holy Ghost.

* Twelfth Report. f Eleventh Report. % Twelfth Report.
VOL. I. 12*

138 LAURA BRLDGMAN.

She needs not the Holy Spirit, for she is one of those that " soon
recover themselves by their native elasticity.'' For the preserva-
tion of the purity of her soul, God has given her a " native love
of modesty, thoughtfulness and conscientiousness." It is this,
and not the love of God, nor faith in Christ, which is to enable
her to overcome the world, and is to " guide her to happiness
and to heaven." " If we will act upon the principle, that the
mind can be trained to perceive moral relations as quickly as it
does material relations, we shall enable her to walk uprightly
through life."* Surely the apostle of the Perkins Institution
has not made up his mind to do as the apostle of the Gentiles ;
who " determined to know nothing among " his disciples, " but
Jesus Christ and him crucified ; " "to glory in nothing, save the
cross of our Lord Jesus Christ." Surely Dr. Howe feels no
sympathy with the worshipping hosts of heaven, as they fall down
before one who appears " as a Lamb that had been slain ; " or he
could not have been so horrified at the bare mention of him to
this poor girl.

Our purpose is now accomplished. We have informed those
who may not have looked into the case, that one of the benevo-
lent institutions, founded and supported by the Commonwealth of
Massachusetts, or its munificent citizens, is strictly sectarian ;
that its power is given to promote sectarian dogmas ; and that
this sectarianism is illiberal, illogical and unscriptural. We
have wished to inform the public, that the Reports of that Insti-
tution contain statements and arguments designed to propagate
sectarianism. And in closing this statement, we cannot refrain
from expressing our sense of the fearful responsibility of Laura
Bridgman's teacher. He is guiding an immortal soul to the
destinies of eternity, by " sparks of his own kindling," rather
than by him who said : "lam the way, the truth and the life ;
no man cometh to the Father, but by me." We have no direct
responsibility in regard to this interesting child ; but we must
enter our remonstrance against the fearful experiment of the
effects of Naturalism, Pelagianism and Socinianism upon her and
upon her immortal interests. We fully believe that her teacher
is crushing the desires of her soul after the provision that God
has made for guilty sinners, in the death of Jesus Christ. He

* Twelfth Report.

attributes these feelings to the false instructions of others : let
him see well to it, that those feelings and desires were not awak-
ened by the truth which God revealed for that very purpose, and
that he be not found quenching the Spirit of God in her, when he
represses her desire to know how a sinner can obtain forgiveness.
He is staking the destiny of two souls on the dogma, that man
can be saved from sin and its consequences, without a knowledge
of any truth peculiar to the Holy Scriptures. He is, indeed, to
answer to God, and not to us. But we experience the same feel-
ings in beholding his course, which he expresses in witnessing the
inculcation of evangelical views, and much more : for he probably
has no fears about her eternal destiny, under any system of in-
struction ; while we believe that she can be sanctified only by that
truth, which, as Jesus declared, is the Word of God.

EDITED BY B. F. TEFFT, A. M

CINCINNATI, OHIO.

CONTENTS.

Page.

Jesus and the Samaritan, 257

The Tolling Bell, by Professor Larrabee, . . . 258

The Mammelles, by Philemon, 258

Two Portraitures, by Harmony, 260

A Strange Story, 262

Sovereignty of Literature, by John Pegg, jr., , . 263

Cataract of Velino, 264

•Rural Life, by Mrs. H. C. Gardiner, . . . . 264

The Hermit Poet, by Erwin House, .... 265

Strength Through Suffering, by C. C. C, 265

The Contest and the Triumph, by Rev. George B. Jocelyn, 267

The Grave, by JEoha, 269

A Sketch, by Anna, 269

Morarl, the Miser, by Rev. J. Dixon, . . . . 270

Cheerfulness, 271 <

A Moonlight Ride on the Prairies, by Rev. John Daniel, 271 '<

Page.

272
273
280
281

The Student's Farewell, by Alumnus, .

Sketch of Laura Bridgman, by Rev. A. Stevens, A. M

The Home of the Heart, by Amanda Weston,

Ladies' Repository :

A Day with the Catholics; Good Behavior Rewarded; The
Duke of Sully; A Religious King; Lord Rosse's Telescope;
Forgiveness; The Great Organ; The Ocean; The Queen
City.

Notices: 2r6

Sketches for the Young, Literary and Religious; Bible Es-
say; A Concordance to the Holy Scriptures of the Old and
New Testaments; An Essay on Church Polity; Riches of
Grace; History of the Conquest of Peru; Josephus Illustra-
ted; The Boy's Summer Book; Catalogues.

Editor's Table, 287

My Spirit Home, by N. Wright, 288

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NOTICES OF THE WORK.

This is unquestionably the most elegant magazine published
in the west, as regards typography, embellishments, and gen-
eral appearance. It is published by the Methodist Book Con-
cern at Cincinnati, and we are gratified to learn is steadily in-
creasing in circulation. Its contents are wholly original, and
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jects both sentimental and scientific. Its "tales" are always
moral and founded upon facts. No periodical in the west can
boast so large a number of able contributors. Each number is
embellished with a handsome steel engraving. — Indiana State
Journal.

The numbers of the Ladies' Repository for August and Sep-
tember, in consequence of our absence, have not had that
attention which they deserve. They are issued under the
supervision of the new editor, Rev. B. F. Tefft, A. M., and a
most excellent editor he is. We feared for the Repository,
when it went out of the hands of its first editor. But we knew
a little about Dr. Thomson, and soon learned sufficient to know
that the work was safe in hiB keeping. Dr. Thomson again
retired, and we knew less of brother Tefft, but find ourselves

already making a very agreeable acquaintance with him in the
pages of his monthly. We have no fears. The Repository
will flourish. Long life to it and its incomparable editor! —
Pittsburg Christian Advocate.

The September number of this elegant and truly valuable
monthly, unlike the number for July, has come to hand, and
has been read with a great deal of satisfaction.* The embel-
lishment, it strikes us, is not quite so good as some that have
appeared in preceding numbers. This remark cannot, how-
ever, be made in relation to the matter of the number for Sep-
tember. The new editor appears to be happily qualified for
his duty. — Christian Guardian.

This excellent periodical seems to prosper, as it deserves.
Its high moral tone, literary character, fine embellishments,
and general execution, recommend it to persons of correct
taste, and give it high claims upon the attention of the relig-
ious public. — Lutheran Observer.

The Ladies' Repository, for December, has come to hand,
fraught with usually rich "gatherings of the west." — North-
ern Christian Advocate.

- K

Z I 0 N ' S H ER ALP AND

WE8LEYAI JOURNAL.

WEDNESDAY, JUNE 16, 1847.

LAURA BRIDGMAN.

The interest wliich has been excited, both in
this country and Europe, by the case of Laura
Bridgman, the deaf, dumb, and blind girl, whose
case is separately reported upon by Dr. Howe,
induces us to make an extract from the last re-
port upon her case. Until recently, the most
noticeable fact in reference to her, was the cheer-
fulness, amounting almost to gayety, with which
her life was marked. Notwithstanding her three-
fold deprivation, making it apparently impossible
that any intellectual life or enjoyment could be
manifested, very few in the full possession of
their senses could be found who displayed such
unvarying cheerfulness and activity as she has
there. But during the past year she has been
sickly, and though her health is now better, and
it is believed will be wholly restored, a change
has come over her mind, which is strikingly por-
trayed in the following paragraphs from Dr.
Howe's report.

" During the most of the past year she has
been weak and sickly. In the spring, especially,
she became very much emaciated, her appetite
failed almost entirely, and she could hardly be
persuaded to take nourishment enough to keep
her alive.

" She was placid and uncomplaining, and
though never gay, as in former years, she was
never gloomy. She appeared to feel or fear no
anxiety concerning her heajth, and when ques-
tioned closely about about it she would answer
that she was very well. Indeed, the change had
come -over her so slowly and gradually, that she
seemed to be hardly conscious of it, and showed
surprise when it was alluded to. Sometimes,
indeed, when she found that she was wearied by
walking half a mile, she was forced to remember
her former long walks of five or six miles, and
to think about the change.

" As she grew thinner, and paler, and weaker,
she appeared to be laying aside the garments of
the flesh, and her spirit- shone out brighter
through its transparent veil. Her countenance
became more spiritualized, and its pensive ex-
pression told truly, that though there was no
gloom, neither was any gladness in her heart.

" Her intellect was clear and active, and she
would fain have indulged in conversation and
study about subjects of a serious nature ; but she
was sensitive and excitable, and the mental ac-
tivity and craving were perhaps morbid. Be that
as it may, however, she was at a fearful crisis
in her life, and it seemed to be our first duty
to save that. She was therefore not only di-
verted from all exciting trains of thought, but dis-

suaded from pursuing her usual course of study.
We were very desirous not to alarm her by
showing the anxiety which was really felt about
her, and this object was gained so efieclually, that
she probably did not discover her danger. She
is always very observant, however, and ascer-
tains the stale of the mind of those about her by
reading parts of the natural language of the emo-
tions which we never observe, but which are
as sure guides to her as the expression of the
countenance is to us.

" It is almost impossible that her companions
should feel particularly gay or sad, and withhold
the knowledge of it from Laura. The natural
language of the feelings is almost infinite. A
common observer reads only the page of the
counleuace ; the keener ones find meaning in
the tones of the voice, or looking more closely,
read signs in the very shaking of hands; but
Laura not only observes the tones of the finger
language, but she finds meaning in every posture
of the body, and in every movement of a limb ; in
the various play of the muscles she observes the
gentle presure of affection, the winning voice of
persuasion, the firm motion of command, the
quick jerk of impatience, the sudden spasm of
temper, and many other variations which she in-
terprets swiftly and correctly.

11 With all these means of ascertaining the stale
of her teacher's feelings, and with the certainly
lhat an untrue answer would never be given her,
Laura would surely have learned that her life
was thought to be in some danger if she had ever
been accustomed to dwell upon thoughts of sick-
ness and dealh ; but she had not, and therefore
she walked without a shudder upon the brink of
the grave.

u The result was as I had hoped and expected
that it would be, for 1 was more sanguine than
others. The natural strength of hernjonsliiuiiou,
which had triumphed in that fearful struggle
during her infancy, though at ihe expense of Iwo
of the most important organs of sense, had been
carefully nurtured by constant exercise, simple
diet, and regular habits of mind and body, and
it carried her through this second trial. After
she had been brought so tow that it seemed as
if the tendency to disease could find no more
resistance to overcome, it yielded, at last, and
then the vital powers began to rally slowly.

" When the weather grew warmer, she be-
gan a course of sea-bathing, and of exercise
upon horseback. These occupied and amused
her. mind, and strengthened her body; and she
continued to grow better through the year — very
slowly, indeed, but surely. She has now recov-
ered some portion of her lost flesh ; and her ap-
petite is so far restored, that she eats a sufficient
quantity of bread and milk, but does not like
any thing else. She does not wish to change
her food at all. but when menl.iimo «,,.;.,n» .!.»
sits down cheerfully to her simple bread and
milk, morning, noon, and evening; and having
finished lhat, she disregards all the dainties and the
fruits with which the capricious appetite of invalids j
is usually tempted. Her present diet is one of
her own choice, and though it is not the best, and
its sameness is unwise, we do not insist upon a
change while she is manifestly thriving, because
lit might do more harm than to indulge a caprice,
of appetite not uncommon with delicate persons.
" But the best sign of returning health is the
change which has taken place in her animal
spirits; nor is this change uninteresting in a
moral point of view. Before her illness, she was
not only a happy, but a merry child, who tripped
cheerfully along her dark and silent path of
life, bearing sportfully a burden of infirmity that
would have crushed a stout man, ami regarding
her existence as a boon given in love, and to be
expended in joy ; since her illness, she seems to
be a thoughtful girl, from whom the spontaneous
joy of childhood has departed, and who is cheef-
ful or sad in sympathy with the feelings of those
about her.

" I hope and believe that her health will be
perfectly restored, although it is still very frail,
and easily deranged by ail] orbodj

or mind. Perhaps a complete chaflgi m
place in her physical system, and her now slen.
der form develop itself into the proportions ol a
large worhen ;-snch changes are not unfreqm-nl
after such severe crises. At all events, with re-
storation of health will come a return to those
studies and occupations which have been neces-
sarily suspended."

THE

LADIES' REPOSITORY.

SEPTEMBER, 1847.

SKETCH OF LAURA BRIDGMAN.

273

SKETCH OF LAURA BRIDGMAN,

THE BLIND AND DEAF MUTE.

BY REV, A. STEVENS, A. M.

From the window of my home, in the vicinity of
Boston, extends a beautiful vista, like an avenue,
through groves, over hills, across water, about
three miles, to a noble edifice, which surmounts the
heights at South Boston. Accompanied by a group
of friends, I visited this structure the other day. I
have repeatedly done so before, and at each time
with increased delight. I need not inform you, Mr.
Editor, who are so well acquainted with the topog-
raphy of our beloved city, that it is the Perkins' In-
stitution for the Blind, one of the most interesting
of those charitable foundations for which Boston is
distinguished. It stands on a commanding position,
overlooking the fine scenery of the harbor and of all
the adjacent country; but its greatest attraction is
within — the processes of instruction and training by
which sight is, as it were, given to the blind, and an
extinguished sense, the most important one of the five,
is renewed, not, indeed, in the sunken sockets of the
eyes, but in the very "finger ends." One name
alone has, for several late years, given an interest to
this institution throughout the civilized world: the
almost peculiar case of Laura Bridgman has at-
tracted to it thousands of visitors, and excited the
attention of scientific men in both Europe and
America. The annual reports of Dr. Howe, the
eminent director of the asylum, are looked for with
general expectation, from year to year, that the ex-
traordinary development of this anomalously condi-
tioned human spirit may be known.

I have shared fully this curiosity ever since the
first public announcement of her case, and have not
only read with intense interest the able reports of
the director, which abound in profound and most
entertaining discussions of its anomalous indica-
tions, but have occasionally visited the institution,
to examine it for myself. As most of your readers
are acquainted with Laura's history only by the brief
and vague references of newspapers, I have thought
I might perform an acceptable service by furnishing
them a more complete outline of it.

Laura Bridgman is a native of Hanover, New
Hampshire, and is now about eighteen years of age.
Her health was extremely feeble in her infancy. At
about the end of her second year, after a rapid
restoration from her previous ailments, she relapsed
suddenly. Violent disease ensued for about five
weeks. Her eyes and ears suppurated, and her
Bight and hearing were lost for ever. It was ob-
served, also, that her sense of smell was almost en-
tirely gone, and her taste much injured. During
five months she was confined to her bed, in a dark
room. Twelve months passed before she could walk
alone, and two years before she could sit up during
the entire day.

Vol. VII— 35

She continued to suffer, more or less, until her
fourth year, when her health was pronounced re-
stored. "But what a situation was hers!" exclaims
her benevolent teacher. " The darkness and silence
of the tomb were around her. No mother's smile
called forth her answering smile— no father's voice
taught her to imitate his sounds. They, brothers
and sisters, were but forms of matter which resisted
her touch, but which differed not from the furniture
of the house save in warmth and in the power of loco-
motion, and not, even in these respects, from the dog
and the cat." Sad and desolate condition! Dick-
ens, who visited her, describes her as " built up in a
marble cell, impervious to any ray of light or par-
ticle of sound, with her poor white hand peeping
through a chink in the wall, beckoning to some good
being for help that an immortal soul might be awak-
ened." What must have been the incipient anxie-
ties of that young soul, as, in its first efforts of
thought, it thrust against its dark prison walls, and
sought in vain to find freer access to the world and
the relations without! What must have been the
utter desolation of its later years, notwithstanding
its but partial growth, if it had been destined to pass
through its adult life with the augmented conscious-
ness and introspection which must have attended
them, but with the same limited perception of the
external world! We cannot suppose the case with-
out an insupportable sense of horror. Sightless,
speechless, without hearing, without smell, and al-
most without taste, connected with the infinitely
varied universe, and the affectionate relations of life,
by a single sense, what a condition for a thinking
and sensitive spirit! How painful the exhibition of
its scarcely availing efforts to solve the mystery of
its peculiar state, and acquire a few dim ideas of the
world about it! "As soon as she could walk," says
her distinguished benefactor, "she began to explore
the room and then the house. She became familiar
with the form, density, and weight, and heat of ev-
ery thing she could lay her hands on. She followed
her mother, and felt her hands and arms as she was
occupied about the house; and her disposition to im-
itate led her to repeat every thing herself."

Her fate seemed hopeless; for who could conceive
any method by which light could be let into her
"marble cell"-*-the living tomb of her spirit?
There was one whose enlarged sympathy and saga-
cious mind dared to hope for her relief; and no
slight amelioration of her desolate lot did he pro-
pose. He conceived the sublime purpose of letting
in upon this repressed mind the knowledge of both
worlds — of teaching it language by which it should
not only be enabled to communicate with its fellows,
but also to read the word of God and the noble pro-
ductions of mind-#of awakening within it the sweet
sympathies of nature and the pure affections of re-
ligion. On hearing of the child, Dr. Howe imme-
diate! v hastened to Hanover to see her. "I found

274

.SKETCH OF LAURA BRIDGMAN

her," he says, " with a well-formed figure, a strongly
marked nervous sanguine temperament, a large and
beautifully shaped head, and the whole system in
healthy action." Her parents consented to her re-
moval, and on the 4th of October, 1837, she was
placed in the Asylum.

How now is the education of this singularly un-
fortunate little being to be attempted? It is obvious
that some scientific method must be adopted. The
process by which she had already been struggling for
ideas might be continued: articles might be placed in
her hands and forms thereby taught her, and ideas of
approbation communicated by gentle pattings, or of
disapproval by more violent indications; but this
method must be vague and endless in its detail, and
could produce but a slight development of her fac-
ulties— more painful, perhaps, than profitable, as it
must only remind her of the terrible fetters which
bound her struggling powers. It would have one
appalling deficiency: it could furnish no method, or,
at least, none of any value, by which she could
communicate her thoughts to others. A traveler
cast among foreigners whose tongue was utterly un-
known to him, would be more able to communicate
with them, than Laura by such a method; he could
see surrounding objects, could indicate his wants by
pointing to them, or by comparing them. We must
suppose him to be not only cast among strangers of
such an unknown speech, but to be cast among them
without sight, if we would appreciate the difficulty:
nay, even this would not be sufficient; we must sup-
pose him destitute of hearing, so that his bewild-
ered comprehension is left without the aid of those
sounds of command or request, of menace or sym-
pathy which so subtilly and so effectually aid the
communication of thought. And even this extra-
ordinary helplessness would not compare fully with
the deplorable condition of this afflicted child; we
must suppose the confounded stranger to be desti-
tute, not only of a knowledge of the tongue spoken
around him, destitute of sight, and destitute of hear-
ing, but incapable, at the same time, of any utter-
ance by which he could signify, without more intel-
ligible language, his wants; for though Laura has a
species of violent utterance at times, yet, like all
mutes, she has no ability to modulate it so as to ex-
press variety of feeling. Singular helplessness!

The man who could have the courage and benev-
olence to undertake to master such difficulties must
be among the noblest of his race. Dr. Howe per-
ceived that there was no mode of instruction to be
adopted in the case but that used with ordinary
children, the use of arbitrary language, or signs of
thought, by which she could express, not only the
existence, but the^node or condition of the existence
of any thing. But how is this to$e done? A priori,
it seems absolutely impracticable. We cannot teach
her as we can ordinary children, ideas by arbitrary
sounds, because she cannot hear them. Nor can we

teach her, as we can the deaf, by arbitrary signs, for
she cannot see. She has but one sense by which we
can communicate with her mind— -feeling. She must,
therefore, read, speak, and hear through the single
sense of feeling; her little hand must virtually be
made ear, mouth, and eye to her! Can it be done?
Yes; perseveranlia vincit omnia — the immortal soul
can triumph over every thing but the unalterable
interdictions of the universe.

The wondrous task has been accomplished, and
now this forlorn child is ripening into the maturity
of womanhood with an intelligent mind and beauti-
ful character. She sits among her associates, and
converses with them as intelligibly, if not as rapidly,
as we who have been more fortunate. The sweet
affections of social life have been awakened into viv-
id life within her spirit. A bright and even buoyant
cheerfulness has burst upon her dark lot, like the
beauty of spring upon the desolation of winter.
She knows God and has learned to commune with
^ him. She reads his word. She has studied the sci-
ences, and is still studying them with daily progress.
She writes to her friends, and sends her letters across
the ocean. Thought and feeling, society and books,
life, in fine, with its blessed variety (though not as
fully as with us) has been bestowed upon her.

But how? The process, though simple enough
when explained, is too interesting to be omitted.

Her instructor saw that two classes of signs were
to be taught her, answering to our letters and sounds,
the one for reading, the other for speech. The first
were common letters, raised, by feeling which she
learned to read, and, at last, by imitating them, to
write; for the purposes of speech, the manual alpha-
bet, used in the deaf and dumb institutions, was
adopted; but as she could not see the signs, they were
made on her hands.

The description of the first success of these in-
structions is to us marvelously interesting.

"The first experiments," says Dr. Howe, "were
made by taking articles in common use, such as
knives, forks, spoons, keys, &c, and pasting upon
them lables with their names printed in raised letters.
These she felt very carefully, and soon, of course,
distinguished that the crooked lines spoon, differed
as much from the crooked lines key, as the spoon
differed from the key in form. Then small detached
labels, with the same words printed upon them, were
put into her hands; and she soon observed that they
were similar to the ones pasted on the articles. She
showed her perception of this similarity by laying
the label key- upon the key, and the label spoon
upon the spoon. She was encouraged here by the
natural sign of approbation, patting on the head.
The same process was then repeated with all the ar-
ticles which she could handle; and she very easily
learned to place the proper labels upon them. It
was evident, however, that the only intellectual ex-
ercise was, that of imitation and memorv. She

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SKETCH OF LAURA BRIDGMAN.

275

recollected that the label boo k was placed upon a
book, and she repeated the process, first from imita-
tion, next from memory, with only the motive of love
of approbation, but apparently without the intellect-
ual perception of any relation between the things.
After awhile, instead of labels, the individual letters
were given to her on detached bits of paper: they
were arranged side by side, so as to spell, book,
key, &c; then they were mixed up in a heap, and a
sign was made for her to arrange them herself, so as
to express the words, book, key, &c. ; and she did so."
Gratifying as this progress was, it was thus far no
more than the mechanical success with which some
brute creatures are taught to imitate human intelli-
gence— it was only imitation, and the evidence of an
intelligent comprehension of the instructions given,
were looked for with eager anxiety by her teachers.
The interesting moment came, and tbe sublime tri-
umph of intellect was revealed to the delighted eye
of her benefactor. " The poor child," he says, " had
sat in mute amazement, and patiently imitated every
thing her teacher did; but now the truth began to
flash upon her: her intellect began to work: she per-
ceived that here was a way by which she could herself
make up a sign of any thing that was in her own mind
and show it to another mind; and at once her coun-
tenance lighted up with a human expression: it was
no longer a dog, or parrot: it was an immortal spirit
eagerly seizing upon a new link of union with other
spirits! I could almost fix upon the moment when
I this truth dawned upon her mind, and spread its
|j light to her countenance; I saw that the great ob-
■ stacle was overcome."

Proud moment for the generous man who had un-
dertaken the apparently hopeless task! "Through-
it out his life," says Charles Dickens, " the recollec-
tion of that moment will be to him a source of pure,
unfading happiness."

The process of her instruction is thus farther de-
scribed by the Director.

" The result thus far, is quickly related, and ea-
sily conceived; but not so was the process; for many
weeks of apparently unprofitable labor were passed
before it was effected. When it was said above
that a sign was made, it was intended to say, that the
action was performed by her teacher, she feeling his
hands, and then imitating the motion. The next step
was to procure a set of metal types, with the differ-
ent letters of the alphabet cast upon their ends; also,
a board, in which were square holes, into which holes
she could set the types, so that the letters on their
ends could alone be felt above the surface. Then,
on any article being handed to her, for instance, a
pencil, or a watch, she would select the component
letters, and arrange them on her board, and read
them with apparent pleasure. She was exercised for
several weeks in this way, until her vocabulary be-
came extensive; and then the important step was
taken of teaching her how to represent the different

letters by the position of her fingers, instead of the
cumbrous apparatus of the board and types. She
accomplished this speedily and easily, for her intel-
lect had begun to work in aid of her teacher, and
her progress was rapid." So rapid, indeed, was the
progress, that, in three months, it was reported, that
the child had actually learned to converse in the lan-
guage of the manual alphabet used by deaf mutes.
"It is a subject of delight and wonder," says the
report, " to see how rapidly, correctly, and eagerly
she goes on with her labors. Her teacher gives her a
new object; for instance, a pencil: first lets her ex-
amine it, and get an idea of its use, then teaches her
how to spell it, by making the signs for the letters
with her own fingers; the child grasps her hand, and
feels her fingers as the letters are formed; she turns
her head a little on one side, like a person listening
closely; her lips are apart; she seems scarcely to
breathe; and her countenance, at first anxious, grad-
ually changes to a smile, as she comprehends a les-
son." Beautiful example of an unfolding mind!
"She then," continues the report, "holds up her
tiny fingers and spells the word by the manual al-
phabet; next she takes her types and arranges her
letters; and, last, to make sure that she is right, she
takes the whole of the types composing the word,
and places them upon, or in contact with, the pencil
or whatever the object may be." During the year,
she acquired such skill in the use of the manual alpha-
bet, that it became difficult to follow the rapid mo-
tion of her speaking fingers. It was noticed that she
not only soliloquizes in the " finger language," but
carries on the conversations of her dreams in the
same speech.

We cannot detail her subsequent progress, suffice
it to say, that it has been unexpectedly rapid. She
has learned to write, and keeps a diary, which exhib-
its excellent penmanship for one in her situation — a
fair, square hand. She can write straight without the
use of any indications of a line. She has studied
the elements of geography, natural philosophy, arith-
metic, &c Her faculties manifest considerable vig-
or. She is intensely eager for knowledge, and re-
ceives new ideas often with a rapture of delight,
embracing her teacher with inexpressible gratitude.
Her perception, not only of things, but of their
relations, is quick and distinct. She can even appre-
ciate the different grades of intellect around her, and
occasionally shows a little of the Saxon pride of su-
periority— preferring for her companions the more
intelligent inmates of the institution, and pretty ob-
viously disliking and declining the company of such
as are of inferior calibre, except when she can draw
some service from them. "She takes advantage of
them," says her benefactor, "and makes them wait
upon her in a manner that she knows she could not
exact of others."

So much for the exhumation of this young spirit
from its dark and silent tomb of clay. Its intellectual

276

SKETCH OFLAURA BRIDGMAN

life has been developed; but what was to be the re-
sult in regard to its moral development? We looked
with most anxious solicitude for a solution of the in-
quiry. A priori, it might have been supposed that a
soul so shackled and cramped would present a most
unfavorable, a distorted, if not monstrous morale.
And it was not improbable even that the increased
activity of its improved mental faculties would, by
disclosing to its own consciousness the deplorable
singularity of its condition, and by the increased
conflict of these faculties with the difficulties that
walled them in, only irritate it to anguish, and cover
it with a deeper gloom of despair. A snail or an
oyster may be perfectly happy, according to its ca-
pacity, in a shell, because its shell is proportioned to
its capacity; but what would a human soul be, thus
contracted and incrusted? And how little better can
we imagine it, when inclosed in a mass of flesh, with
no other communication with the surrounding uni-
verse than the sense of touch — the fingers? We are
reminded of Dante's fearful description of those
spirits in perdition, which, inclosed and incorporated
in petrified trees, retaining their consciousness, but
deprived of external sense, shed eternal sighs on the
parching breeze, and weep tears of dew from the
stony and leafless branches upon a soil of ashes.
The happiness of this poor child is, alas! in her ig-
norance. She recollects no other state than her
present desolate one. Should any one of us, after
the usual experience of life, be thus smitten, and
left without sound, sight, smell, taste, and speech,
and yet with the recollection of all our lost faculties,
we could not survive the privation a week. Reason
would fall, and life itself sink under the intolerable
consciousness of such a fate.

But, instead of gloom or irritability, this interest-
ing child has exhibited a character full of gentle-
ness and joy. Few ordinary children, indeed, have
equaled her in amiability and cheerfulness. Her
imprisoned spirit seems unable to contain its grate-
ful sense of happy existence. We are sure the
reader will not grow impatient of our details here.
We must again quote from her instructor. He says:

"It has been ascertained beyond the possibility of
doubt, that she cannot see a ray of light, cannot
hear the least sound, and never exercises her sense
of smell, if she have any. Thus her mind dwells in
darkness and stillness, as profound as that of a
closed tomb at midnight. Of beautiful sights, and
sweet sounds, and pleasant odors, she has no con-
ception: nevertheless, she seems as happy and play-
ful as a bird or a lamb; and the employment of her
intellectual faculties, or the acquirement of a new
idea, gives her a vivid pleasure, which is plainly
marked in her expressive features. She never seems
to repine, but has all the buoyancy and gayety of
childhood. She is fond of fun and frolic, and when
playing with the rest of the children, her shrill laugh
sounds loudest of the group. When left alone, she

seems very happy if she have her knitting or sew-
ing, and will busy herself for hours: if she have no\
occupation, she evidently amuses herself by imag-
inary dialogues, or by recalling past impressions;
she counts with her fingers, or spells out names of
things which she has recently learned, in the manual
alphabet of the deaf mutes. In this lonely self-com-
munion she seems to reason, reflect, and argue: if
she spells a word wrong with the fingers of her right
hand, she instantly strikes it with the left, as her
teacher does, in sign of disapprobation: if right,
then she pats herself upon the head and looks
pleased. She sometimes purposely spells a word
wrong with the left hand, looks roguish, and laughs,
and then, with the right hand, strikes the left, as if
to correct it." If she meets, in the passage ways,
any of her blind associates, she immediately recog-
nizes them; but "if it be one of her own age, and
especially if it be one of her favorites, there is in-
stantly a bright smile of recognition, and a twining
of arms, a grasping of hands, and a swift telegraph-
ing upon the tiny fingers, whose rapid evolutions con-
vey the thoughts and feelings from the outposts of
one mind to those of the other. There are questions
and answers, exchanges of joy or* sorrow — there are
kissings and partings, just as between little children
with all their senses." "In her moral character, it
is beautiful to behold her continual gladness, her
keen enjoyment of existence, her expansive love,
her unhesitating confidence, her sympathy with suf-
fering," &c.

These statements were made early in the experi-
ment of her education. Later reports say that herj
emotions "are always joyful, always pleasant, and
hopeful; and there is no doubt that the glad flow of
spirits which she constantly enjoys contributes not
only to her physical health, but to the development
of her mind. There is none of the wear and tear
produced by the grit of discontent; every thing is
made smooth by the oil of gladness. She rises un-
called at an early hour; she begins the day as mer-
rily as the lark; she is laughing as she attires herself
and braids her hair, arid comes dancing out of her
chamber as though every morn were that of a gala
day; a smile and a sign of recognition greet every
one she meets; kisses and caresses are bestowed upon
her friends and her teachers; she goes to her lesson,
but knows not the word task; she gayly assists oth-
ers in what they call housework, but which she
deems play; she is delighted with society, and clings
to others as though she would grow to them; yet
she is happy when sitting alone, and smiles and
laughs as the varying current of pleasant thoughts
passes through her mind; and when she walks out
into the field, she greets her mother nature, whose
smile she cannot see, whose music she cannot hear,
with a joyful heart and a glad countenance; in a
word, her whole life is like a hymn of gratitude and
thanksgiving. I know that this may be deemed

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SKETCH OF LAURA BR1DGMAN.

277

extravagant, and by some considered as the partial
description of a fond friend; but it is not so; and for-
tunately for others, (particularly because this lesson
of contentment should not be lost upon the repining
and ungrateful,) she is as a lamp set upon a hill,
whose light cannot be hid. She is seen and known
of many, and those who know her best will testify
most warmly in her favor." * * * *

"To the child with all his senses, the acquisition
of a language, which has already been perfected by
the labor of many successive generations, is an easy
and pleasant task, and accomplished without any
teacher; for the deaf mute the difficulty is increased
a thousand fold; for the deaf, dumb, and blind, it
is immeasurably greater still; and for poor Laura
Bridgman it is even more increased by the fact that
she has not that acuteness of smell and taste, which
usually aid those in her situation, and that she relies
upon touch alone. Nevertheless, she goes on, joy-
ously using her single small talent, patiently piling
up her little heap of knowledge, and rejoicing as
much over it as if it were a pyramid." * * * *

"She laughs aloud," says the same report, "and
is almost constantly doing so. In romping and frol-
icing she becomes quite noisy, and thus obtains some
exercise of her lungs. No words can describe ade-
quately the eagerness of her manner, and the pleas-
urable expression of her countenance, when she gets
a new idea, and turns to hug her teacher in her
glee."

Her manners are marked by perfect decorum.
The reports assure us, that, as to cleanliness, mod-
esty, sobriety, &c, she needs no instruction. She
is always clean in person and neat in dress; and the
slightest exposure will call the blush to her maiden
cheek. She adapts her manners to the occasion or
company about her; and, notwithstanding the pri-
vation of almost all her senses, such is the subtilty
of her sensibility, that she discerns, with marvelous
accuracy, surrounding company or circumstances,
and the conduct appropriate to them. "Noth-
ing," says her teacher, "can occur in a room
without her getting some idea of it. At table she
always contrives to find out how many people there
are; she knows when they are done eating; she can
even perceive the slightest jar made by drumming
on the table with the fingers or fork." She seems
to have the law of propriety and right engraven on
her heart, and to perceive instinctively what is befit-
ting.

Her affections are tender and active. Her treat-
ment of her young associates, already described, is
evidence of the remark. A very affecting instance
of her filial feeling has been recorded by Dr. Howe,
which we must give in his own language. After
about six months absence from her mother, the lat-
ter visited the asylum. " The mother stood some
time, gazing with overflowing eyes upon her unfor-
tunate child, who, all unconscious, was playing

about the room. Presently Laura ran against her,
and at once began feeling her hands, examining her
dress, and trying to find out if she knew her; but
not succeeding in this, she turned away as from a
stranger, and the poor woman could not conceal the
pang she felt at finding that her beloved child did
not know her. She then gave Laura a string of
beads which she used to wear at home which were
recognized by the child at once, who, with much
joy, put them around her neck, and sought me
eagerly to say she understood the string was from
her home. The mother now tried to caress her, but
poor Laura repelled her, preferring to be with her
acquaintances. Another article from home was now
given her, and she began to look much interested;
she examined the stranger much closer, and gave me
to understand that she knew she came from Hano-
ver; she even endured her caresses, but would leave
her with indifference at the slightest signal. The
distress of the mother was now painful to behold;
for, although she had feared that she should not be
recognized, the painful reality of being treated with
cold indifference by a darling child, was too much
for woman's nature to bear.

" After awhile, on the mother taking hold of her
again, a vague idea seemed to flit across Laura's
mind, that this could not be a stranger: she there-
fore felt her hands very eagerly, while her counte-
nance assumed an expression of intense interest.
She became very pale, and then suddenly red. Hope
seemed struggling with doubt and anxiety; and never
were contending emotions more strongly painted upon
the human face. At this moment of painful uncer-
tainty, the mother drew her close to her side, and
kissed her fondly, when at once the truth flashed
upon the child, and all mistrust and anxiety disap-
peared from her face, as with an expression of ex-
ceeding joy she eagerly nestled to the bosom of her
parent, and yielded herself to her fond embraces.

"After this, the beads were all unheeded; the
playthings which were offered to her were utterly
disregarded: her playmates, for whom, but a mo-
ment before, she gladly left the stranger, now vainly
strove to pull her from her mother; and though she
yielded her usual instantaneous obedience to my sig-
nal to follow me, it was evidently with painful re-
luctance. She clung close to me, as if bewildered
and fearful; and when, after a moment, I took her
to her mother, she sprang to her arms, and clung to
her with eager joy.

"The subsequent parting between them showed
alike the affection, the intelligence, and the resolu-
tion of the child.

"Laura accompanied her mother to the door,
clinging close to her all the way, until they arrived
at the threshold, where she paused, and felt around,
to ascertain who was near her. Perceiving the ma-
tron, of whom she is very fond, she grasped her with
one hand, holding on convulsively to her mother

278

SKETCH OF LAURA BRIDGMAN.

with the other; and thus she stood for a moment:
then she dropped her mother's hand, put her hand-
kerchief to her eyes, and, turning round, clung sob-
bing to the matron; while her mother departed, with
emotions as deep as those of her child."

Opinions have been rather freely, and, we think,
rather inconsiderately expressed, respecting the di-
rector's method in her religious education. Her
age, according to the usual course, would justify a
fuller communication of religious truth; but it must
be borne in mind, that her intellectual capacity bears
no proportion to her years and physical growth. At
sixteen she was hardly competent to comprehend
more than a child at six. Dr. Howe has, therefore,
guarded against all precipitancy in her religious in-
struction. A too early acquaintance with the higher
doctrines of revealed truth would only baffle and
confound her developing faculties. The use, for in-
stance, of the metaphorical language of religion is
peculiarly indiscreet in her case; for though she has
some capacity to appreciate similes and tropes, yet
is it exceedingly slight, and of exceedingly slow
growth. Some over-zealous friend, in the absence
of her teacher, talked to her of "the Lamb of God,"
&c, a most unfortunate expression for her, though
full of blessed significance to us who are more hap-
pily gifted. It confused her thoughts; she could not
understand it. " The Lamb of God was to her a
bona fide animal; and she could not conceive why it
should remain so long a lamb and not grow old like
others and be called a sheep." It is obvious that
great care is necessary to prevent distorted and even
degrading impressions on a mind like hers respecting
the holiest of subjects; and just in proportion as such
subjects are lofty and abstract is the liability of their
misapprehension. It has, therefore, been the object
of Dr. Howe to develop her mental faculties first,
instilling into her opening mind, meanwhile, the sim-
pler principles of truth, and postponing the abstruser
ones till her capacity shall be more adequate to them.
We must be permitted, however, to remark, that it
seems to us his caution is somewhat extreme. There
are ideas of our sinfulness and of salvation through
the divine Mediator, which do not embarrass the
earliest comprehension of childhood, and which
would, doubtless, relieve many of the deep solici-
tudes— unavoidable, though they may be unex-
pressed— of his interesting pupil. So far as we can
judge, it is not so much the inadequacy of her ca-
pacity as his own peculiar theological opinions that
interfere with her instruction in these elementary
principles. We approve his discretion, generally,
but should be more satisfied with it, were it not so
much based upoa what we deem unevangelical views
of those vital truths of revealed religion, without
which, we believe, there can be no relief to the deep
moral anxieties of our fallen nature.

Dr. Howe believes that Laura arrived, herself, at
the conception of a supreme Cause; and he denies

the common affirmation that deaf mutes have no *
such conception till taught it by their teachers. He
seems not to have withheld from her any religious
truth which her capacity and his own conscientious II
opinions would admit. Her conversations and let- '
ters manifest much religious interest. She shrinks
at the thought of death. A little pupil died in the I
institution. The fact was carefully revealed to her If
by her instructor. "At the word died, she seemed to if
shrink within herself: there was a contortion of the jl
hands — a half-spasm, and her countenance indica- I
ted, not exactly grief, but rather pain and amaze- |
ment; her lips quivered, and then she seemed about |
to cry, but restrained her tears." She eagerly in- j
quired respecting the nature of the fearful change, I
until her teacher, fearing the consequences, dismissed
the subject. "/ shall not die!" she exclaimed em-
phatically, not in reference to her soul, but "she was
shrinking," he writes, "at the thought of physical
death, and I turned the conversation. I could not
have the heart to give the poor child the baneful
knowledge before I had prepared the antidote." But,
alas! why not give her the antidote? She has got
" the baneful knowledge," as her conversation shows,
and it will rankle, unobserved, perhaps, yet with ag-
ony in her inmost soul. The knowledge of the an-
tidote, as taught by the great apostle, (Hebrews, ii,
14, 15,) involves no greater collateral difficulties than
the knowledge of death itself.

The idea of God is incessantly alluded to in her
letters and conversations, so far as we have seen the
record of them. "Can God see? has he eyes? can he
be angry? can he cry?" are frequent questions,
showing alike the anxiety and imperfection of her
thoughts on the subject. Thoughts of death and God
even enter into her dreams. " I sometimes dream of
God," said she to her teacher. "What did you
dream about last night?" inquired the latter. "I
dreamed that God took away my breath to heaven,"
Was her reply, accompanying it with the sign of
taking something away from her mouth. When
Dr. Howe was in Europe, in the spring of 1844, sh«
wrote him a letter, of which the following is an ex-
tract. It discloses the confusion and anxiety of her
religious ideas:

" My Very Dear Dr. Howe, — What can I fi
say to God when I am wrong? Would he send
good thoughts, and forgive me when I am very
for doing wrong? Why does he not love wrong
people if they love him? Would he be very happy
to have me think of him and heaven very often?
Do you remember that you said I must think of
God and heaven? I want you to please to answer
me to please me. Is God ever ashamed? I think
of God very often to love him. Why did you say
that I must think of God? You must answer me
all about it: if you do not I shall be sad. Shall we
know what to ask God to do? When will he let us
go to see him in heaven? How did God tell people

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SKETCH OF LAURA BRIDGMAN.

279

that he lived in heaven? How could he take care of
folks in heaven? and why is he our Father? When
can he let us go in heaven? Why can not he let
wrong people to go to live with him and be happy?
Why should he not like to have us ask him to send
us good thoughts, if we are not very sad for doing
wrong?"

In sincerity and conscientiousness she seems far
above ordinary children. In the report of 1843, Dr.
Howe says that he could recollect no example of
moral obliquity, except under strong temptation.
He gives an instance which illustrates the tenderness
of her conscience, while it shows a species of guile
universally common to childhood:

"She came to me one day dressed for a walk,
and had on a new pair of gloves which were stout,
and rather coarse. I begun to banter and tease her,
(in that spirit of fun of which she is very fond,
and which she usually returns with interest,) upon
the clumsy appearance of her hands, at which she
first laughed, but soon began to look so serious and
even grieved, that I tried to direct her attention to
something else, and soon forgot the subject. But
not so poor Laura; here her personal vanity, or her
love of approbation, had been wounded; she thought
the gloves were the cause of it, and she resolved
to be rid of them. Accordingly, they disappeared,
and were supposed 'to be lost; but her guileless na-
ture betrayed itself; for, without being questioned,
she frequently talked about the gloves, not saying
directly that they were lost, but asking if they might
not be in such or such a place. She was uneasy
under the new garb of deceit, and soon excited sus-
picion. When it reached my ears, I was exceedingly
pained, and moreover doubtful what course to pur-
sue. At last, taking her in the most affectionate
way, I began to tell her a story of a little girl who
was much beloved by her parents, and brothers, and
sisters, and for whose happiness every thing was
done; and asked her whether the little girl should
not love them in return, and try to make them hap-
py; to which she eagerly assented. But, said I, she
did not, she was careless, and caused them much
pain. At this Laura was excited, and said the girl
was in the wrong, and asked what she did to dis-
please her relations. I replied, she deceived them.
They never told her any thing but truth, but she one
day acted so as to make them think she had not done
a thing, when she had done it. Laura then eagerly
asked if the girl told a fib, and I explained to her
how one might tell a falsehood, without saying a
word; which she readily understood, becoming all
the time more interested, and evidently touched. I
then tried to explain to her the different degrees of
culpability resulting from carelessness, from disobe-
dience, and from intentional deceit. She soon grew
pale, and evidently begun to apply the remarks to
her own case, but still was very eager to know
about lthe wrong little girl,'' and how her parents

treated her. I told her her parents were grieved,
and cried, at which she could hardly restrain her own
tears. After awhile she confessed to me that she had
deceived about the gloves; that they were not lost,
but hidden away. I then tried to show her that I
cared nothing about the gloves; that the loss of a
hundred pairs would be nothing if unaccompanied
by any deceit. She perceived that I was grieved,
and going to leave her to her own thoughts, and
clung to me as if in terror of being alone. I was
forced, however, to inflict the pain upon her.

" Her teachers and the persons most immediately
about her, were requested to manifest no other feel-
ing than that of sorrow on her account; and the
poor creature, going about from one to another for
comfort and for joy, but finding only sadness, be-
came agonized with grief. When left alone she sat
pale and motionless, with a countenance the very
image of sorrow; and so severe seemed the disci-
pline, that I feared lest the memory of it should be
terrible enough to tempt her to have recourse to the
common artifice of concealing and prevarication by
another, and thus insensibly get her into the habit of
falsehood. I therefore comforted her by assurances
of the continued affection of her friends, and tried
to make her understand that their grief and her suf-
fering were the simple and necessary consequences
of her careless or willful misstatement, and made
her reflect upon the nature of the emotion she expe-
rienced after having uttered an untruth, how un-
pleasant it was, how it made her feel afraid, and how
widely different it was from the fearless and placid
emotion which followed truth."

But we are trespassing on our limits. A change
has come over Laura. She is no longer a child,
but is passing into the sphere of the higher thoughts
and deeper anxieties which pertain to womanhood.
During the past year her health has been feeble.
"She was placid and uncomplaining," says the last
report, "and though never gay as in former years,
she was never gloomy. She appeared to feel no fear
or anxiety concerning her health; and when ques-
tioned closely about it, she would answer that she
was very well. Indeed, the change had come over
her so slowly and gradually, that she seemed to be
hardly conscious of it, and showed surprise when it
was alluded to. As she grew thinner, and paler,
and weaker, she appeared to be laying aside the gar-
ments of the flesh, and her spirit shone out brighter
through its transparent vail. Her countenance be-
came more spiritualized, and its pensive expression
told truly, that, though there was no gloom, neither
was there any gladness in her heart. Her intellect
was clear and active, and she would fain have in-
dulged in conversation and study about subjects of
a serious nature; but she was sensitive and excitable,
and the mental activity and craving were perhaps
morbid. Be that as it may, however, she was at a
fearful crisis in her life, and it seemed to be our first

280

THE HOME OF THE HEART

duty to save that. She was, therefore, not only di-
verted from all exciting trains of thought, but dis-
suaded from pursuing her usual course of study."

By careful treatment she recovered, her flesh re-
turned, and her spirits improved. "Nor is the
change in the last respect uninteresting in a moral
point of view," says the report. "Before her ill-
ness, she was not only a happy but a merry child,
who tripped cheerfully along her dark and silent
path of life, bearing sportfully a burden of infir-
mity that would have crushed a stout man, and
regarding her existence as a boon given in love,
and to be expended in joy. Since her illness, she
seems to be a thoughtful girl, from whom the spon-
taneous joy of childhood has departed, and who is
cheerful or sad in sympathy with the feelings of
those about her. I hope and believe that her health
will be perfectly restored, although it is still very
frail, and easily deranged by any over-exertion of
body or mind. Perhaps a complete change may take
place in her physical system, and her now slender
form develop itself into the proportions of a large
woman: such changes are not unfrequent after such
severe crises. At all events, with restoration of
health will come a return to those studies and occu-
pations which have been necessarily suspended. She
was just beginning to understand, that, as she was
getting freed from the obligations of unconditional
obedience to those who had directed her childhood,
she must come under no less unconditional obe-
dience to the new monitor and master — the con-
science— that was asserting its rule within her; and
the veneration and affection for human friends, which
are the first objects of the awakened germ of the re-
ligious feeling, were gradually tending upward and
expanding into worship and love of God.

" This transformation of her soul — this disenthrall-
ment of its high and independent powers — was be-
coming perfectly clear lo her by means of instruc-
tion, and would have changed what had been mere
habit and blind obedience into conscious duty and
stern principle, but the process was necessarily in-
terrupted. Such instruction would, of course, re-
quire the consideration of subjects which were to
her of the most intensely exciting interest, and might
have cost her life."

Cheering and grateful as are the emotions with
which we have witnessed the development, hiherto, .
of this unfortunate but amiable girl, we cannot but
feel an oppressive anxiety for her now that the higher
consciousness and soberer thoughts of adult life are
to be brought into conflict with her peculiar priva-
tions. Moral considerations alone can sustain her
hereafter. She will need the strongest consolations
and hopes of religion to illuminate her dark path-
way to the tomb. We shall rejoice if the hope ex-
pressed in the conclusion of the last report of the
asylum shall be realized:

"Already," it says, "with returning health and

strength there appear glimpses of her former gayety
of heart; and though she may never again be %e
merry, thoughtless girl that she was, we may hope
to see in her a happy and cheerful woman. She will
no longer be the same object of public curiosity and
interest that she has been, but she will not be the
object of less care and affection to her friends so
long as her frail life shall last."

THE HOME OF THE HEART.

BY AMANDA WESTOtt.

We speak of home — what mean we

By that dear word — the cot
That sheltered us in childhood,

First loved and last forgot?
Or the happy dwelling-place

That was ours in after years;
That heard our children's laughter,

And saw our children's tears?

Nay, nay; the lowly cottage

Where our loved parents dwelt —
Where, each even, round the hearth- fire,

At the same still hour we knelt —
Where we learned our first sweet Sabbath song,

Our first few words of prayer:
Its memory is holy;

But our home — it is not there.

Nor yet in the loved dwelling

We spoke of as our own,
When deeper cares their shadow

Over our hearts had thrown.
We were happy, 0, how happy!

Earth seemed all bright and fair,
While we dwelt 'neath that dear roof-tree;

But our home — it is not there.

Where the dear ones who passed from us

With words of sad farewell,
Now, robed in stainless vestments,

With the bright angels dwell —
Where love is not half anguish —

Where friends meet not to part —
There is the spirit's dwelling,

The home of the calm in heart.

How many of our dear ones

Have reached that happy home!
Are they not watching for us,

Waiting till we shall come?
Deep, deep within our bosoms

Pure love for them we bear;
They remember us in heaven:

Our home — it is with them there.

The Christian cause, o'er every other cause,
Shall triumph, and the world be filled with bliss.

THE EMANCIPATOR.

BOSTON, WEDNESDAY, MARCH IT, 1847.

Laura Bridgman on the Massachu-
setts Volunteers. — The following anec-
dote is from the Boston correspondent of
the Anti-Slavery Standard : —

Not long since, Governor Briggs, in
company with a brother Excellency from
New Hampshire, or Vermont, one or both,
visited the Asylum for the Blind at South
Boston. There he was introduced to Lau-
ra Bridgman, the deaf, dumb and blind
girl, into whose mind Dr. Howe has found
a way for knowledge, though it was "quite
shut out" at these three entrances. As soon
as Laura understood that her visitor was
the Governor, she instantly attacked him
about the Mexican war and the volunteers.
She was very anxious to know why he let
them go to Mexico to kill people ? Why he
didn't keep them at home 1 And that means
might not be wanting, she wished to know
* why he could't hide their clothes, so that
tlicy couldn't pack their trunks V The
replies of His Excellency to these interro-
gations have not transpired, to my knowl-
edge, but it is believed that he was satis-
fied with a very brief interview with a
soul thus dwelling in outer darkness.

I am afraid, however, that this incident
is conclusive, as to the influences under
which that institution lies. I apprehend that
it betrays the kind of morality which is in-
stilled into the minds of the blind chil-
dren. This ought not to be suffered. I
should recommend a legislative inquiry in-
to the subject, with full powers to prepare
a code of ethics for the benefit of the blind
pupils, by the diligent study of which they
may be raised to the moral level of the ho-
ly and statesman-like men, who give the
key-note to the seeing Piety of Massachu-
setts, and, as a first step, I should advise
them to turn Dr. Howe, neck and heels,
out of the Superintendency.

HGWITT'S JOURNAL.

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LAUIIA EIUDGMAN TEACHING OLIVER CASWELL,

No. 41.— Vol. II.

Oc.Tor.Eii 9. 1847,

. - 5<

LAURA BRIDGMAN.
By Mary Howitt.

The old and noble family to which we all belong —
that of human nature— gives indisputable evidence by
its deeds of love and mercy, by its forbearance and its
patience of its divine parentage, and that it may legiti-
mately call God its Father. One of these beautiful
evidences of mercy and love is exhibited in the case of
the blind, deaf, and dumb girl, of whom we have given a
portrait this week.

Little did the poor parents of Laura Bridgman think,
when they mourned over her puny diseased frame,
and whilst they witnessed the terrible affliction which
threatened her early life, and then closed up one by one
the outward portals of knowledge — sight, hearing, and
speech; and dulled even the senses of taste and smell;
walling up, as it were, the little living soul in an ira
penetrable dungeon, from which there could be no de-
liverer but death, that a miracle as great almost as that
performed by the Divine Master himself on the dead
daughter of Jairus, should be performed in the case of
this their only child. A miracle of divine and human
love, which should not only gain access to the captive
soul itself, but which should, like the grain of mustard
seed, spring up into a large and spreading tree, under
whose branches others, sorrowing and afflicted like her-
self, should find shelter and alleviation.

Charles Dickens was, we believe, the first person who
made the name of Laura Bridgman known to the
British public. He saw her on his visit to the Blind
Asylum at Boston ; he says of her : —

I saw before me a girl blind, deaf, and dumb, a fair young
creature, with every human faculty and hope and power of
goodness and affection inclosed within her delicate frame,
and but one outward sense — the sense of touch. There she
was before me, built up as it were in a marble cell, impervious
to any ray of light or particle of sound, with her poor white
hand passing through a chink in the wall, beckoning to
some good man for help, that an immortal soul might be
awakened.

And a good man, a Samaritan, indeed, answered to
the beckoning appeal of that small hand, and conducted
her by it into light and knowledge, and into the daily
communication also of good to others. This excellent
man, whose name ought to be reverenced as one of the
greatest benefactors of suffering humanity, is Dr. Howe,
of Boston, who thus writes in a letter to ourselves, dated
July 31, of the present year: —

I have, of course, had great pleasure in being instrumenfaliu
saving Laura Bridgman from the moral and intellectual dark-
ness in which she was plunged, but I have had almost as
much satisfaction from witnessing the manifestations of
human sympathy and love which the simple story of her case
has called forth from every part of the world.

Everything which brings out the hidden but innate virtues
of humanity ; everything which puts aside for a moment the
selfishness and egotism that obscure its native qualities of
love and sympathy, and shows the heart of man beating in
unison with the joys and woes of his fellows ; every such
thing I consider a compliment to me as one of the race.

The case of Laura Bridgman has done this in a striking
manner, and certainly she can say that it has been better for
her generation that she lived in it.

Is there not something very touching about it? A poor
diseased child lived away up in the wild mountains of New
Hampshire, her soul buried a thousand fathoms deep— so
deep that no one could reach it or make a sign to it — under
the burden of blindness, deafness, and mutism. But it was
known that that soul was alive and struggling to get out into
communion with other souls ; and a hopeful man went to
work to aid her, and toiled on for years, receiving at first a
faint signal of recognition from below, and getting nearer and
nearer, while people from all parts of the world looked

eagerly on, and uttered tbeir words of encouragement ; and
when the child was raised by the hand and came out and
walked with her fellows, all the people raised a shout of joy,
and poor little Laura Bridgman was raised into the human
family with a heartier shout of welcome than a purple-born
princess.

Yes, this deaf, dumb, blind and half taught girl is
perhaps more widely kuown, and looked upon with more
kindly interest, than any person of her age in the world.

People care not that an heir is born to the wealth of the
Esterhazys ; the world regards not the scion of a noble
stock, that inherits every ad vantage and every grace, so much
as it does the simple sufferer whose only claim upon their
sympathies were her many privations, whose only fortune was
her misfortune!

All this is to me most gratifying, for it shows me my
brother man putting aside for a moment his artificial cha-
racter, and answering the strong appeal to his heart in his
native language of love.

The print of which you speak is the same that was pub-
lished in this country, and represents Laura Bridgman at her
favourite occupation of teaching Oliver Caswell, who is as
blind, deaf, and speechless as herself.

It is now just ten years since Laura Bridg-
man was placed, by the consent of her parents, under
the care of this excellent man. She was at that time
nearly eight years old, of a well-formed figure; to quote
from Dr. Howe's own words, "A strongly -marked,
nervous, sanguine temperament; a large ^nd beautifully-
shaped head, and the whole system in healthy action."
This was a favourable organization to begin with, and
the system which was pursued with her, one in which
philo ophy and affection were most admirably united,
has been one of the most beautiful and successful expe-
riments in education which has ever been made. "At
first," says Br. Howe, in his report of her case. —

The piocess of teaching her was mechanical, and the
success ubout as great as teaching a knowing dog a variety
of tricks. The poor child had sate in mute amazement, and
patiently imitated every thing which her teacher did, but
now the truth began to flash upon her; her intellect began
to work ; she perceived that here was a way by which she
could herself make a sign of anything that was in her own
mind and draw it into another mind, and at once her couute-
nance lighted up with a human expression; it was no longer
a dog or parrot ; it was an immortal spirit, eagerly seizing
upon a new link of union with other spirits! 1 could almost
fix upon the moment when this truth dawned upon her mind,
and spread its light to her countenance ; I saw that the great
obstacle was overcome, and that henceforth nothing but
patience and perseverance, but plain and straightforward
efforts, were to be used.

Year by year went on, and every step in the progress
of this human development was one of encouragement
and hope. The most beautiful moral being revealed
itself, and the love which was expended upon her, called
forth a pure and loving nature, which was akin to angels.
Horace Mann, the well-known secretary to the Board of
Education, has written so truthfully of the pure soul
that was slumbering within its prison-house, that we
must be permitted to quoth his words : —

We have seemed to see, says he, the majestic form of
Mother Nature, standing serene but awful over the cradle of
this unconscious infant, when scarcely two years old, and
looking as if entranced and lost in the contemplation of some
sublime purpose for its salvation from the errors of the world.
Severe, yet radiaat with love, she watches it, till in a moment
of lofty and holy passion she exclaims, ■ Thee will I save from
the follies and vanities which invade the soul through the
eye; thee will I save from the contaminations that pour their
sweet poison into the heart through the ear ; those yet un-
stained and guileless lips I will save Irom the utterance of
anger, and inhumanity, and irreverance, for it is better that
they should have no power to praise their Maker than that
they should learn to curse his offspring ; thee will I save from
the debasements of appetite, by which so many millions are
degraded below the brutes;' and adapting the action to the
word, she sears the eyeballs of her lovely child as with a
red hot iron, she closes the portals of her ears as in eternal

silence, and puts an everlasting seal upon her yet innocent
lips. At once to this child's soul the universe of light and
beauty become colourless and blank; morning and evening
now no more ; all voices now forever hushed in silence; from
the windows and the gardens all perfume and delicious odour
vanished ; from all viands and beverages, though rich and
voluptuous as those which grace the banquet of princes, all
flavours were exhaled and lost. She was alone — alone in a
more significent sense than ever the captive was alone in his
dungeon, or the shipwrecked mariner in the solitudes of
ocean. Her entombed spirit sought for egress, but oft every
side it met, as it were, with the cold obstructions of death.
Thus did it lie for years. None but the omniscient could
know the history of that soul, or read the records of its lonely
consciousness. But during the six years that she remained
in this condition her mind was not wholly inactive. There
was a simple avenue, the sense of touch, the narrowest and
straitest of all the avenues to thought, which had not been
barred up against all approach of external things. Through
this avenue a few gleams of light, reflected thitherward by
chance, and with long intervals between their coming, reached
her spirit in its prison from the world of radiance and beauty
and activity without. These were enough to quicken the
germs of thought that nature had implanted there. These
were enough to apprize her that there were living objects
around her, and on these objects her spontaneous affections
fastened. Through this scarcely visible aperture in the
otherwise impenetrable walls that surrounded her, the ten-
drils of affection found a passage, and entwined themselves
around every object which they touched. Think of the
spirit of this child lying for six long years at the gate of the
only entrance through which any semblance of external
objects or any elements of thought could find access to it
from abroad! Watching and waiting at this gate, how in-
tensely must it have longed, yearned, gasped for the approach
of some new messenger from the world without!

Love like that which dwelt within the breast of our
Saviour was the new messenger which came to the
chinks in the prison-house, and whispered to the captive
angel within. Love and pity, and all the christian vir-
tues took her to themselves ; she was kindred to them —
she was the child of their adoption. " They saw in her,"
as Elihu Burritt sa/s, " a candidate for immortal glory —

A being that, deaf, dumb, and blind as she was, could
be made to sing, and bear the angels sing, in heaven, and
see and taste all the beatitudes enjoyed there by spirits that
never were pent in clayey tabernacles as windowless as bers
on earth. And they went to work, and educated that single
sense of feeling to the nicest susceptibilities. And they
made a wooden alphabet, they made wooden models of ideas,
of tilings that had been, are, and shall be in the world. And
these she touched most thoughtfully, as if listening for the
music of a new existence ; and, wonderful ! her fingers' ends
became endowed with faculties almost miraculous, and filled
her mind with astonishing revelations of things present, past,
and to come. Her little white, whispering, loving, listening
fingers touched the record of the olden years, beyond the
Flood, till they felt the branches of the forbidden tree, and
the locks of murdered Abel, and the surges that beat against
Noah's helmless ark, and the cradle of the Hebrew baby in
the bulrushes, and the tremulous base of Sinai, and, David's
harp, and the face of the infant Emmanuel in the manger,
and the nails that fastened him to the cross, and their deep
prints, that unbelieving Thomas felt after the resurrection ;
and with his faith, on shorter evidence, she too had cried, in
the voiceless language of her heart, ' My Lord ! and my
God!'

Blind, and deaf, and dumb as she was, she was beau-
tiful in the sight of God and man ; and, as year by year
went on, the annual report of the progress of her case
was looked forward to by the wise and the good of all
countries with the intensest interest ; to psychologists
and moral philosophers, to the religious and the benevo-
lent world, she was alike an object of interest.

From the report of 1846 we will make a few extracts.
She was at that time sixteen, and as her health was not
as good as it hadhitherto been, considerable anxiety was
felt about her.

It lifts always been strictly charged upon ber teachers
says this Report, and I am sure never forgotten by them,
that they are to guard against too great mental activity.
But it is almost impracticable to prevent her from studying,
for her common conversation is in the spirit of inquiry; so
that it is possible her physical health has suffered from it.
She will not admit that she is unwell ; indeed, she probably
conceals from herself the fact that she is so. But, from
whatever cause her present indisposition has arisen, every
effort will be made to remove it. She has already learned to
ride on horseback, and takes gentle exercise in this way,
every day, upon a pony, which, of course, has to be guided
by a seeing person.

Her mind has developed itself during the last year in a
remarkable manner, as will be seen in the specimens of her
writing and conversation. It is very fortunate that I was
able to obtain as a successor to Miss Swift, her former able
and excellent teacher, a youug lady fully equal to the difficult
task of conducting ber education. Indeed, to Miss Swift and
Miss Wight belong, far more than to any other persons, the
pure satisfaction of having been instrumental in the beautiful
development of Laura's character.

The last year, especially, has been one of great difficulty
and great danger ; for the period has arrived when the natural
tendency of every human soul to separate and independent
individualism becomes very strong; — that critical period
when there is often a severe and sometimes a fatal struggle
between the conservative spirit of the old, who would stunt
the growth of the young, and keep them in the dependence of
childhood, and the aspiring spirit of the young, which irre-
sistihly impels them to independence.

Again, after having made some interesting selections
from the teacher's journal, in which some little ebulli-
tions of temper are chronicled, together with the poor
girl's sorrow for her offence, and the efforts of her loving
spirit to make amends, he says, and in this remark
there is something worthy of every one's serious
attention —

It is a curious case, this of Laura's. A poor blind and
deaf^irl, of humble history and humbler hopes,— uncon-
scious of being the object of special regard, and yet every
act and word carefully noted down, and more eagerly looked
for by thousands in various parts of the world than those of
purple-born princesses ! And yet it may not be a solitary
case. It may be that each one of us is watched over with
tender interest by guardian spirits ;— that ' all our faults are
observed, conned, and scanned by rote and set in a rote-
book,' not, perhaps, 'to be cast in our teeth,' but to serve the
great purposes of truth and good.

Could Laura he suddenly restored to her senses, and
clothed with our faculties and intellect, which so far tran-
scend hers, she would stand amazed to find herself the centre
of so much observation; she would look fearfully and
anxiously back to recall all her past thoughts and deeds, and
perhaps painfully repent that some of them had not been
better. So it may be with us, when the clog of the flesh
shall be removed from those faculties and powers that so far
transcend those of the body. We may find that what we
whispered in secret was heard through the universe, — what
we did in the darkness was seen as at noonday. But it is
better for her and for us that it should be as it is ; that we
should shun the wrong, not because others may punish us,
and do the right, not because others may reward us, but
because rhe one is good and the other is bad.

The report of the present year is, that Laura's health,
which had been failing for several months, was then
very feeble, and still continued to grow weaker. Her
appetite failed her so much that it had been with diffi-
culty that she had been induced to take nourishment
enough to keep her alive. She was, however, gentle
and uncomplaining, and though her former gaiety had
left her, she was never gloomy. She herself appeared
unaware of her declining health, and when questioned
about it, invariably answered that she was well. The
change had indeed come over her so gradually, that she
seemed hardly conscious of it. As she grew; thinner,
and paler, and weaker, and appeared to be laying aside
the garments of flesh, her spirit revealed itself more
brightly, more lovingly than ever. Her countenance,

which at all times was remarkable for its pure and ideal
beautv, became now more spiritualised, and its pensive
expression told truly that though there was no gloom,
yet neither was there any gladness in her heart. Her
intellect was clear and active, and she would willingly
have continually indulged in conversation and study
about subjects of a serious nature.

The love and kindness that surrounded her was more
and more watchful and tender in this her time of droop-
ing and sadness, and she scarcely was aware of the
anxiety which was felt on her account ; she only knew
that loving hearts were around her ; she was obedient
and patient, and the skill of her medical friend at
length so far overcame the threatened danger as to
remove all immediate anxiety. With returning health
her spirits improved, nor, says the report, is this change
uninteresting in a moral point of view. Before her
illness she was not only a happy but a merry child, who
tripped cheerfully along her dark and silent path of
life, bearing sportively a burden of infirmity that would
have crushed a stout man, and regarding her existence
as a boon given in love and to be expanded in joy ;
since her illness, she seems to be a thoughtful girl, from
whom the spontaneous joy of childhood has departed,
and who is cheerful or sad in sympathy with the feelings
of those about her.

In this enlargement of human love and sympathy,
which has been given to her in the silent teachings of
her inward soul, through sorrow and suffering, it is that
her noble heart throbbed with pity when she was told
of the tribulations of Ireland. How beautiful and
affecting is the idea of this angelic girl spending days
and days in toil to obtain a little fund, so that she her-
self might administer to the wants of those who were
more miserable even than herself. Let us again quote
Elihu Burritt's eloquent words on this subject: —

How she plied at morning, noon, and night those fingers !
Wonderful fingers ! It seemed that the very finger of God had
touched them with miraculous susceptibilities of fellowship
with the spirit world and that around her. She put them upon
the face of His written word, and felt them thrilled to her heart
with the pulsation of His great thoughts of love to maa. And
then she felt for other's woe. Poor child ! God bless her
richly! she reached out her arms to feel after some more unhappy
than she in the condition of this life ; some whose fingers'
ends had not read such sweet paragraphs of heaven's mercy as
hers had done ; some who had not seen, heard, and felt, what
her dumb, silent, deaf fingers had brought into her heart of
joy, hope, and love. Tbink of that, ye young eyes and ears
that daily feast upon the beauty and melody of this outer
world. Within the atmosphere of her quick sensibilities, she
felt the presence of those whose cup was full of affliction.
She put her fingers, with their throbbing sympathies, upon
the lean, bloodless faces of the famishing children in Ireland,
and her sightless eyes filled with the tears that the blind may
shed for griefs they cannot see. And then she plied the
needle with those fingers, and quickened their industry by
placing them anon upon the slow, sickly pulse of want, that
wasted her kind at noon-day across the ocean. Days and
nights too — for day and night were alike to her wakeful sym-
pathies— and weeks, she wrought on with her needle. And
then the embroidery of those fingers was sold to the mer-
chants— would it had been sold to England's Queen, to be
worn by young princesses on days of state ! — it was sold, and
its purchase price was a barrel of flour, instead of a country's
harvest, which it was well worth. And tha*, barrel of flour
was stored away, without other private mp.rk than that the
recording angel put upon it, among the thousand that freighted
the Jamestown, on her recent mission of brotherly love to
Ireland. That barrel of flour ! woulc^ that it might be to all
the children of want in Ireland wht»;t the barrel of meal was
to the household of her who entertained the prophet of old !
That barrel of flour! would at ) east that those whom it sup-
plies with bread might kuow^ \yhat fingers wrought for their
sustenance !

With this we will clo'se our article. Enough has been
said to make honour aDle and honoured the names of

Laura Briclgman and the benevolent man through
whose labours of Christian love she and many another
equally afflicted human being have had existence not
only rendered endurable, but made a positive blessing.
Let us honour indeed Dr. Howe, who has trodden thus
sublimely in the footsteps of his divine Master, and
given, as far as human aid could do it, sight to the
blind, hearing to the deaf, language to the sealed lips,
and knowledge, and purifying and enlightening faith to
the imprisoned and mourning soul.

Of Oliver Caswell, the teaching of whom is one of
Laura Bridgman's pleasures, a word or two must be
said. We will quote from the Report of the present
year . —

Oliver Caswell, the deaf and blind mute, whose case has
so often been related, has been in good health during the
past year, and continues to be the same gentle and amiable
boy as ever.

His pro .ress in learning language and acquiring intel-
lectual knowledge, is comparatively slow, because he has not
that, fineness of fibre, and that activity of temperament which
enable Laura to struggle so successfully against the immense
disadvantages under which they both labour. Still, he con-
tinues to improve, and can express his thoughts pretty well
upon ordinary subjects. * * With regard to intellectual
knowledge, he is still a child, and his tastes and pursuits are
those of a child; but in his affections he is as tender and true
as a woman; in his deportment he is as regular and discreet
as a man.

What is most remarkable about him, perhaps, is the dis-
parity between his mental powers and attainments, and his
moral sentiments and social affections. His natural ability
is small, and his acquired knowledge very limited ; but his
sense of light and wrong, bis obedience to moral obligations,
and his attachment to friends, are very remarkable. He
never wilfully and knowingly violates the rights or injures
the feelings of others, and he seldom shows any signs of
temper when his own seem to be invaded, but he bears all the
teazing of little boys with gentleness and patience. He is
very tractable, and always obeys respectfully the requests of
his teacher. This shows the effect which kind and gentle
treatment has had upon his character; for when he came
here, he was sometimes very wilful, and showed occasional
outbursts of temper which were fearfully violent. It seems
hardly possible that the gentle and affectionate youth, who
loves all the household, and is beloved in return, should be
the same who a few years ago scratched and bit like a young
savage those who attempted to control him.

During the past year, his principal study has been that
of language, of which his knowledge is still very limited, and
his command imperfect. He is instructed for the most part
by familiar conversation, in which the teacher contrives to
give him some knowledge of arithmetic, geography, etc. He
is best pleased to be in his workshop, and he will probably
become a good workman, and be enabled to support himself,
by his own labour after he leaves the school.

LAURA BRIDGMAN,

BOTH BEING DEAF, DUMB AND BLIND.

T^ri&ower^ Frierc^-* \^^r^.

EdJVea-W 'Kitv. Ciwa-r\es S^hjts

1948.] Laura Bridgman. 105

ARTICLE XLVIII.
Laura Bridgman.

BY MRS. E. W. FARNHAM.

It is always interesting to witness the triumph of human affection
and infirmity over obstacles, and more especially when these are exer-
cised to aid the development of the noblest and most godlike of the at-
tributes of humanity. Hence the admiration and pleasure that thrill us
when we contemplate the labors of any who have sought successfully,
to make individuals or communities purer, nobler, or greater than they
were. In this best of all periods in the existence of man, when his
value is reckoned by his capacity of creating, developing, or enjoying
good, they are justly reckoned most worthy of admiration whose pres-
ence among men and whose deeds toward them are most purely contrib-
utive to these ends.

The destructive man is no longer the hero of the world, or at best
the applause he receives, seems but a faint echo borne down the ages
that have diminished his stature. Our Aero is the advocate of good,
the vyorker for it; he who enlightens the ignorant, ennobles the degrad-
ed, and in all his ways and works raises the type of humanity and as-
similates it to that of the Heavenly. The growing tendency thus to
estimate man is daily vilifying the words that the high shall be brought
low and the humble be exalted. We begin to find our nobility among the
doers of good deeds; the patient workers for the happiness of man; and
to feel that somewhat less of enthusiasm and praise and shouting in the old
time, aye, and in the later ones too, would have more justly rewarded
the man of blood and conquest.

Now we care less to know what countries a man has conquered, or
how many mi lions of people he had oppressed, than how much love,
faithfulness, patience, and integrity he has shown in enabling some less
favored brother to apprehend the truths apparent to his acute under-
standing; to become acquainted with the facts which delight his mind;
and to come nearer to the point where he views God and his works.
The great man of this age is he who would make his brethren greater,
not he who would degrade them to enjoy the contrast thus created.
The noblest achievements now are those which place mind in the high-
est and clearest relations to truth, and kindle in its darkened recesses
the light which God intendeji should ultimately illuminate them.

The education of the unfortunate beings who are here represented, the

one as giving, the other as receiving instruction is one of these latter-day

achievements, and a more difficult one will not soon try the ingenuity

of man. Laura Bridgman was brought to this Institution eleven years

\ ag°- She was then eight years of age when Dr. Howe took her in charge

f for the purpose of attempting the education of her mind.

From that time Dr. Howe's Reports are the best and most interesting
evidence of her condition and progress. The question is often asked
how could the use of language be taught her? Take Dr. Howe's an-
swer.

There was one of two ways to be adopted : either to go on and build up a lan-
guage of signs on the basis of the natural language which- she had already herself
commenced; or to teach her the purely arbitrary language in common use: that
is, to give her a knowledge of letters, by the combination of which she might ex-
press her idea of the existence, and the mode and condition of existence, of any
thing. The former would have been easy, but very ineffectual; the latter seemed
very difficult, but, if accomplished, very effectual; I determined, therefore to try
the latter.

N. S. VOL. I. NO. III. — 0. S. VOL. IV. NO. XXXVIIT. 10

106 Laura Bridgman. [Not.

The first experiments were made by taking articles in common use, such as
knives, forks, spoons, keys, &c, and pasting upon them labels with their names
printed in raised letters. These she felt of very carefully, and soon, of course,'
distinguished that the crooked lines spoon, differed as much from the crooked
lines k e y, as the spoon differed from the key in form.

Hitherto, the process had been mechanical, and the success about as great as
teaching a very knowing dog, a variety of tricks. The poor child had sat in mute
amazement, and patiently imitated every thing her teacher did; but now the truth
began to flash upon her — her intellect began to work — she perceived that here was
a way by which she could herself make up a sign of any thing that was in her
own mind, and show it to another mind, and at once her countenance lighted up
with a human expression : it was no longer a dog, or parrot, — it was an immortal
spirit, eagerly seizing upon a new link of union with other spirits ! I could al-
most fix upon the moment when this truth dawned upon her mind, and spread its
light to her countenance. 1 saw that the great obstacle was overcome, and that
henceforward nothing but patient and persevering, though plain and stiaightforward
efforts were to be used.

The result, thus far, is quickly related, and easily conceived ; but not so was
the process ; for many weeks of apparently unprofitable labor were passed before
it was effected.

When it was said above, that a sign was made, it was intended to say, that the
action was performed by her teacher, she feeling of his hands, and imitating the
motion.

The next step was to procure a set of metal types, with the different letters
of the alphabet cast upon their ends; also a board, in which were square holes,
into which she could set the types, so that only the letters on their ends could be
felt above the surface.

Then, on any article being handed to her, for instance, a pencil, or a watch,
she would select the component letters, and arrange them on her board, and read
them with apparent pleasure.

She was exercised for several weeks in this way until her vocabulary became
extensive ; and then the important step was taken of teaching her how to repre-
sent the different letters by the position of her fingers, instead of the cumbrous ap-
paratus of the board and types. She accomplished this speedily and easily, for
her intellect had begun to work in aid of her teacher, and her progress was rapid.

This was the period, about three months after she had commenced, that the
first report of her case was made, in which it is stated that " she has just learned
the manual alphabet, as used by the deaf mutes, and it is a subject of delight and
wonder to see how rapidly, correctly, and eagerly, she goes on with her labors.
Her teacher gives her anew object, — for instance, a pencil, first lets her examine
it, and get an idea of its use, then teaches her how to spell it by making the
signs for the letters with her own fingers; the child grasps his hand, and feels of
his fingers, as the different letters are formed; she turns her liead a little one side,
like a person listening closely; her lips are apart; she seems scarcely to. breathe:
and her countenance at first anxious, giadually changes to a smile, as she compre-
hends the lesson. She then holds up her tiny fingers, and spells the word in the
manual alphabet; next, she takes her types and arranges her letters; and at last,
to make sure that she i3 right, she takes the whole of the types composing the
word, and places them upon or in contact with the pencil, or whatever the object
may be."

At the end of the year a report of her case was made, from which the following
is an extract :

*' It has been ascertained, beyond the possibility of doubt, that she cannot see
a ray of light, cannot hear the least sound, and never exercises her sense of smell
if she has any. Thus her mind dwells in darkness and stillness, as profound as
that of a closed tomb at midnight. Of beautiful sights, and sweet sounds, and
pleasant odors, she has no conception; nevertheless, she seems as happy and
playful as a a bird or a lamb; and the employment of her intellectual faculties,
or acquirement of a new idea, gives her a vivid pleasure, which is plainly marked
in her expressive features. She never seems to repine, but has all the buoyancy
■nd gayety of childhood. She is fond of fun and frolic, and when playing with

the rest of the children, her shrill laugh sounds loudest of the group.

******* * *

1848.] Laura Bridgman. 107

VISIT OF HER MOTHER.

During this year, and six months after she had left home, her mother came t<>
visit her; and the scene of their meeting was an interesting one.

The mother stood some time, gazing with overflowing eyes upon her unfortunate
child, who all unconscious of her presence, was playing about the room. Pres-
ently Laura ran against her, and at once began feeling of her hands, examining
her dress, and trying to find out if she knew her; but not succeeding in this, she
turned away as if from a stranger, and the poor woman could not conceal ihe pang
she felt, at finding that her beloved child did not know her.

She then gave Laura a string of beads which she used to wear at home, which
were recognized by the child at once, who, with much joy, put them around her
neck, and sought me eagerly, to say that she understood the string was from her
home.

The mother now tried to caress her child, but poor Laura repelled her, pre-
ferring to be with her acquaintances.

Another article from home was now given her, and she began to look much
interested; she examined the stranger more closely, and gave me to understand
that she knew she came from Hanover; she even endured her caresses, but would
leave her with indifference at the slightest signal. The distress of the mother
was now painful to behold; for, although she had feared that she should not be
recognized, the painful reality of being treated with cold indifference by a darl-
ing child, was too much for woman's nature to bear.

After a while, on the mother taking hold of her again, a vague idea seemed
to flit across Laura's mind, that this could not be a stranger; she therefore very
eagerly felt of her hands, while her countenance assumed an expression of in-
tense interest; she became very pale, and then suddenly red; hope seemed
struggling with doubt and anxiety, and never were contending emotions more
strongly depicted upon the human face. At this moment of painful uncertainty
the mother drew her close to her side, and kissed her fondly, when at once the
truth flashed upon the child, and all mistrust and anxiety disappeared from her face
as with an expression of exceeding joy she eagerly nestled to the bosom of her

parent, and yielded herself to her fond embraces.

******* * *

Laura accompanied her mother to the door, clinging close to her all the way,
until they arrived at the threshold, where she paused and felt around, to ascertain
who was near h^r. Perceiving the matron, of whom she is very fond, she grasp-
ed her with one hind, holding on convulsively to her mother with the other, and
thus she stood for a moment; then she dropped her mother's hand — put her hand-
kerchief to her eyes, and turning round, clung, sobbing to the matron, while h°r
mother departed, with emotions as deep as those of her child.

After she had been three years under instruction, a very gratifying
account is given of her progress in the use of language. Pronouns,
verbs, articles, &c, are beginning to fill up her before broken speech.
She no longer speaks of herself in the third person, and her store of
ideas has been greatly enlarged. The light which before stole int3 the
darkened chambers of her mind by the smallest apertures, has now found
freer entrance and is quite an illumination to her. She thinks quite
acutely on many subjects. Take the following passage: —

Her teacher talking with her one day aboui her doll, told her it could not teel;
that flesh and skin had feeling, but not kid and wax. " But," said she, «« why
cannot man -make flesh doll ?" Where would he get his flesh was the answer.
" Take from cow;" said she. Immediately afterwards, talking of horses, she
said, " Did you ever pat your father's horse on face V Yes! " Was he
happy ?" Yes ! *« Did he smile ?" No ! " Then how did you know he was
happy ?"

Care has been taken to prevent the introduction of religious dogmas
into her mind, and Dr. Howe in his Report for 1843, admonishes those

108 Laura Bridgman. [Nov.

who are disposed to instruct her in them, since they know not how far
in doing so they may interfere wkh the general plan of the Institution,
and to show the complexion of her thoughts on spiritual subjects, he
gives the following conversation. Laura knew that one of the pupils
had been very ill.

After his death I proceeded to break it to her. Tasked her if she knew that
little Orin was very sick. She s;iid yes. He was very ill yesterday forenoon,
said I, and I knew he could not live long. At th s she looked much distressed,
and seemed to ponder upon it deeply. I paused awhile, and then told her that
** Orin died last night.'' At the word >died she seemed to shrink within heiself,
— there was a contraction of the hands — a half spasm, and her countenance indi-
cated not exactly grief, but rather pain and amazement; her lips quivered, and
then she seemed about to cry, but restrained her tears. She had known some-
thing of death before; she had lost friends, and she knew about dead animals,
but this was the on'y case which had occurred in the house. She a "deed about
death, and I said, " when you are asleep does your body feel ?" " J\To, if I am
very asleep." Why ? " I do not know;" 1 tried to explain, and used the word
soul; she said " what is soul?" that which thinks, and feels, and hopes, and
loves, said I, to which she added interrogatively, " and aches ?" Here I was
perplexed at the threshold, by her inquiring spirit seizing upon and confounding
material and immaterial processes. 1 tried to explain to her that any injury of the
body was perceived by the soul; but 1 was clearly beyond her depth, although
she was all eagerness to go on. I think 1 made her comprehend the difference
between material and spiritual operations. After a while she asked, " where is
Orin's think?" It has left its body and gone away ? " Where ?" To God in
Heaven. She replied, " where ? up ?" [pointing up.] Yes ! " Will it
come back?" No ! " Why" said she. Because his body was very sick and
died, and soul cannot stay in dead body. After a m nute she said, " is breath
dead? is blood dead? your horse died, where is his soul ?" I was obliged to
give the very unsatisfactory answer that animals have no souls" She said " cat
does kill a mouse, why? has she got a soul?" Ans: " animals do not know
about souls, they do not think like us." At this moment a fly alighted upon her
hand, and she Siiid " have flies souls?" I said no. " Why did not God give
them souls?" Alas! for the poverty of her language, 1 could hardly make her
understand how much of life and happiness God bestows even upon a little fly '.

Soon she said, " Can God see, has He eyes?" I replied by asking her, can
you see your mother in Hanover? " No!" bot, said I, you can see her with
your mind, you can think about her, and love her. " Yes," said she; so, re-
plied I, God can see you and all people and know all they do; and He thinks
about them, and loves them, and He will love you and all people if they are gen-
tle and kind and good, and love one another. " Can He be angry?" said she;
No ! He can be sorry, because he loves all folks, and grieves when they do
wrong;" " Can. He cry?" said she. No! the body cries because the soul is
sad, hut God has no body; 1 then Iried to make h-r think of her spiritual existence
as separate from her bodily one; but seemed to dislike to do so, and said eagerly,
" I shall not die;" some would have said she referred to her soul, but she did
not. she was shrinking at the thought of physical death, and I turned the conver-
sation. I could not have the heart to give the poor child the baneful knowledge
before I had prepared the antidote. It seems to me that she needs not the fear of
death to keep her in the path of goodness.

In 1846 v\ hen she had been in the Institution six years, she had attained
a use of language of which the following is given for a specimen: —

THE GOODNATURED GIRL.

" Lucy was merely nine years old. She had excellent parents. She always
did with alacrity what her mother requested her to do. She told Lucy when it
was time for her to go to school; so Lucy ran and put on her bonnet and shawl
and then she went back to her mamma. She offered Lucy a basket containing
some pie and cake for her luncheon. And Lucy went precisely at schooltime

1848.] Laura Bridgmau. 109

and when she got to the house she took her own seat and began to study diligently
with all the children. And she always conformed to her teacher's wishes — In re-
sess she took luncheon out of her basket but she gave some of it to her mates —
Lucy had some books with pictures and slate in her desk—

** When she went home she found that dinner was all ready — Afterwards her
mother took her to take tea with her friends. Lucy was much delighted to play
with her little cousins Lucy and Helen; and they let her see their play things.
After tea Lucy was sorry to depart; and when she went to bed she thought that
she had made it pleasantly to all her friends with little joyful heart."

During this year her health failed so much, as to give those interested
in her (and who that' knows her is not of the number?) serious ap-
prehensions as the result, but within the last fifteen or eighteen months it
has become fully re-established. She is now in good health, full of energy,
with a fund of cheerfulness and gaiety, that thousands blessed with all
the natural endowments of man might envy. The even vivacity of her
disposition, with her fine organization, and sensitive temperament, is
to me one of the most wonderful facts in nature. She is not indifferent
to the great privations she lives under, but she seems to have in her
loving heart a source of light and harmony that enables her to defy the
outward darkness and silence to which she is doomed.

1 have approached her when she has been sitting alone in the evening,
unconscious that any one was near, or that light surrounded her, and
found her face radiant with the joy of her untutored thoughts and 1 have
often wondered whether or not if her eyes and ears had been ever
open to the sights and sounds that shock us, she would have had as few
ungentle, disturbing, thoughts or emotions as now agitate her. Her
condition has been one of protection as well as of privation. The wis-
dom, purity, and delicacy of the minds which have educated hers and
been, as it were, the lenses of her darkened spirit, have been as a
mighty, and scarcely less than all-sufficient shield against the grosser
influences that would otherwise have beset and poisoned her nature. It
is fearful to think how far in an opposite direction one so purely depen-
dent might have been carried, had her lot been cast with the less refined
and noble minds than those which have bent their untiring energies to
make her future years blessed.

Laura's views on the Mexican War. — Anecdote. — Governor
Briggs, in company with a brother Excellency from New Hampshire,
or Vermont, one or both, visited the asylum for the Blind at South
Boston. There he was introduced to Laura Bridgman, the deaf, dumb
and blind girl, into whose mind Dr. Howe has found a way for knowl-
edge, though it was "quite shut out" at these three entrances. As soon
as Laura understood that her visitor was the Governor, she instantly
attacked him about the Mexican war and the volunteers. She was very
earnest to know why he let them go to Mexico to kill people? Why he
didn't keep them at home? And that means be not wanting, she wished
to know " why he couldn't hide their clothes, so that they couldn't pack
their trunks!" The reply of his Excellency to these interrogations has
not transpired, to my knowledge, but it is believed that he was satisfied
with a soul thus dwelling in outer darkness.

Laura's views on Capital Punishment. — To such a being as
Laura, it is interesting to know what views she would form of that mode
of Punishment which it is the main design of our periodical to remove
from society. Her testimony would seem to be that of pure, unadulte-
rated nature. We were peculiarly struck with her views and we pre-
sent them for the gratification of our readers: —
10*

■

110 Oliver Caswell. [Nov.

" Not long ago, allusion was made incidentally in conversation with her, to
murder and Capital Punishment, when she instantly asked, with much eagerness,
and with an expression of horror, why a man would kill another ? The explana-
tion was painful, and probably unsatisfactory; but not more so than that which fol-
lowed of Capital Punishment. She was perplexed to know why men should kill
the murderer; and her simple question amounted to asking why they try to reme-
dy one evil deed by perpetrating a like deed; it was as forcible as if put by Bec-
caria himself; nor could I answer it, except by assuming the homcepathic axiom,
* that like cures like.' "

We do not wonder that she was perplexed to see how the commis-
sion of one evil would remedy another. Here is the point. And we
would ask society to look at this matter. Laura is right. Without the
faculties of seeing, hearing, or speaking, she sees much further than
those who boast of their great wisdom. We would advise our Legisla-
tors and friends of the gallows to learn of this poor, unfortunate child
of nature. We think they would find it difficult to answer her question.

Phrenological Description. — -The following we copy from a de-
scription by Fowler, which shows their developments of mind accord-
ing to Phrenology : —

They both have fully developed nervous temperaments, and well de-
veloped heads, with distinct phrenological organs, and corresponding
manifestations of mind. Oliver Caswell's head I have not examined,
but it appears to be well balanced, with a very pleasant physiognomy.
Laura Bridgman I have examined. Her head has undergone a marked
change, in not only general size, but an absolute an 1 relative increase
in the moral and intellectual region of the brain; both of which are
now fully developed, and the faculties connected with these develop-
ments are as distinctly manifested; and with only the two mediums of
communication with the world — that of taste and sensation — she is
making astonishing progress in improvement and mental development.
She has large order, and is neat and tidy. Her social feelings are
amply developed, and in harmony with the true female character. She
is very affectionate and devoted to her friends, but delicate and sensitive
in regard to sex. The crown of her head is large, and those faculties
situated there have a powerful influence in her character — particularly
Approbativeness and Cautiousness. She is exceedingly solicitous, anx-
ious, sensitive and sensible to foreign influences, so far as she can be-
come acquainted with them. She lacks Destructiveness, and its sus-
taining influences. Her greatest source of uneasiness arises from the
fact, that she is shut out from the world almost entirely, with a. very
active, craving mind, and but little for it to-feed upon. Consequently,
she is continually struggling with internal emotions, with but very lim-
ited means to give vent to, or make known her desires. A person must
be worse than blind to become acquainted with all the facts connected
with these two individuals, and not admit the truth of phrenological
science. For further particulars see Dr. S. G Howe's reports of the
Massachusetts Asylum for the Blind; South Boston, the 3d volume of
American Phrenological Journal.

OLIVER CASWELL.

Of Oliver Caswell, the teaching of whom is one of Laura Bridg-
man's pleasures, a word or two must be said. We will quote from the
Report: —

Oliver Caswell, the deaf and blind mute, whose case has so often been related,
has been in good health during the past year, and continued to be the sirme gentle
and amiable boy as ever.

NATIONAL INTELLIGENCER.

WASHINGTON,

"Liberty and Union, now and forever, one and
inseparable."

SATURDAY, NOVEMBER 18, 1848.

We doubt if the history of the human race re-
cords any achievement of ingenuity, perseverance,
and philanthropy united, more marvellous or inter-
esting, or which to all common apprehension would
have appeared so utterly hopeless, than the teach-
ing of a human being, born deaf and durhb and
blind, to read and to comprehend and discuss the
ideas, business, and affairs of society and of the
world. Yet such a miracle was effected by the
genius and perseverance of Dr. Howe, in the well-
known case of Laura Bridgman, a young girl born
deaf and dumb and blind, and thus apparently cut
off forever from all access to her mental faculties,
and all intellectual communication with her fellow-
creatures. This was all accomplished, of course,
through the medium of the sense of touch ; and it
was not only achieved in her own case, but we find,
in a recent number of a Boston periodical, an en-
graving representing Laura Bridgman engaged in
the still more surprising task of teaching another
unhappy being like herself (a youth named Oliver
Caswell, also deaf, dumb, and blind) to read. A
brief narrative of what we have referred to above is
contained in the Periodical, and we copy it for the
gratification and admiration of our readers.

From the " Prisoner's Friend," a monthly magazine de-
voted 1o Criminal Reform, Philosophy, Literature, SfC,
edited by the Rev. Charles Spear, at Boston.

LAURA BRIDGMAN.

B T MRS. E. W. 1' A R N K A M .

It is always interesting to witness the triumph of human
affection and infirmity over obstacles, and more especially
when these are exercised to aid the development of the noblest
and most godlike of the attributes of humanity. Hence the
admiration and pleasure that thrill us when we contemplate
the labors of any who have sought successfully to make indi-
viduals or communities purer, nobler, or greater than they
were. In this best of all periods in the existence of man, when

,. .,. .H

*a»a

his value is reckoned by his capacity of creating, developing,
or enjoying good, they are justly reckoned most worthy of ad-
miration whose presence among men and whose deeds to-
wards them are most purely contributive to these ends.

The destructive man is no longer the hero of the world, or
at best the applause he receives seems but a faint echo borne
down the ages that have diminished his stature. Our hero
is the advocate of good, the worker of it ; he who enlightens
the ignorant, ennobles the degraded, and in all his ways and
works raises the type of humanity and assimilates it to that of
the heavenly. The growing tendency thus to estimate man
is daily verifying the words that the high shall be brought low
and the humble exalted. We begin to find our nobility
among the doers of good deeds ; the patient workers for the
happiness of man ; and to feel that somewhat less of enthu-
siasm and praise and shouting in the old time — aye, and in
the later ones too — would have more justly rewarded the man
of blood and conquest.

Now, we care less to know what countries a man has con-
quered, or how many millions of people he had oppressed,
than how much love, faithfulness, patience, and integrity he
has shown in enabling some less favored brother to apprehend
the truths apparent to his acute understanding ; to become
acquainted with the facts which delight his mind ; and to come
nearer to the point where he views God and his works. The
great man of this age is he who would make his brethren
greater, not he who would degrade them to enjoy the contrast
thus created. The noblest achievements now are those which
place mind in the highest and clearest relations to truth, and
kindle in its darkened recesses the light which God intended
should ultimately illuminate them.

The education of the unfortunate beings who are here rep-
resented, the one as giving, the other as receiving instruction,
is oue of these latter-day achievements, and a more difficult
one will not soon try the ingenuity of man. LauWa Biudg-
man was brought to this institution eleven years ago. She
was then eight years of age, when Dr. Howe took her in
charge for the purpose of attempting the education of her
mind.

From that time Dr. Howe's reports are the best and most
interesting evidence of her condition and progress. The ques-
tion is often asked, how could the use of language be taught
her 1 Take Dr. Howe's answer :

There was one of two ways to be adopted : either to go on
and build up a language of signs op the basis of the natural
language which she had already herself commenced ; or to
teach her the purely arbitrary language in common use : that
is, to give her a knowledge of letters, by the combination of
which she might express her idea of the existence, and the
mode and condition of existence, of any thing. The former
would have been easy, but very ineffectual ; the latter seemed
very difficult, but, if accomplished, very effectual ; I determin-
ed, therefore, to try the latter.

The first experiments were made by taking articles in com-
mon use, such as knives, forks, spoons, keys, &c, and past-
ing upon them labels with their names printed in raised let-
ters. These she felt of very carefully, and soon, of course,
distinguished that the crooked lines spoon differed as much
from the crooked lines k e y, as the spoon differed from the
key in form.

Hitherto the process had been mechanical, and the success
about as great as teaching a very knowing dog a variety of
tricks. The poor child had sat in mute amazement, and pa-
tiently imitated every thing her teacher did ; but now the truth
began to flash upon her ; her intellect began to work ; she
perceived that here was a way by which she could herself
make up a sign of any thing that was in her own mind, and
show it to another mind, and at once her countenance lighted
up with a human expression : it was no longer a dog or par-
rot— it was an immortal spirit, eagerly seizing upon a new
link of union with other spirits ! I could almost fix upon the

moment when this truth dawned upon her mind, and spread
its light to her countenance. I saw that the great obsta-
cle was overcome, and that henceforward nothing but patient
and persevering, though plain and straightforward, efforts were
to be used.

The result, thus far, is quickly related, and easily con-
ceived ; but not so was the process ; for many weeks of ap-
parently unprofitable labor were passed before it was effected.

When it was said above that a sign was made, it was in-
tended to say that the action was performed by her teacher,
she feeling of his hands, and imitating the motion.

The next step was to procure a set of metal types, with the
different letters of the alphabet cast upon their ends ; also a
board, in which were square holes, into which she could set
the types, so that only the letters on their ends could be felt
above the surface.

Then, on any article being handed to her — for instance, a
pencil or a watch — she would select the component letters,
and arrange them on her board, and read them with apparent
pleasure.

She was exercised for several weeks in this way until her
vocabulary became extensive ; and then the important step
was taken of teaching her how to represent the different let-
ters by the position of her fingers, instead of the cumbrous
apparatus of the board and types. She accomplished this
speedily and easily, for her intellect had begun to work in aid
of her teacher, and her progress was rapid.

This was the period, about three months after she had com-
menced, that the first report of her case was made, in which
it is stated that "she has just learned ihe manual alphabet,
as used by the deaf mutes, and it is a subject of delight and
wonder to see how rapidly, correctly, and eagerly she goes on
with her labors. Her teacher gives her a new object — for in-
stance, a pencil — first lets her examine it, and get an idea of
its use ; then teaches her how to spell it by making the signs
for the letters with her own fingers ; the child grasps his hand,
and feels of his fingers, as the different letters are formed ; she
turns her head a little one side, like a person listening close-
ly 5 her lips are apart ; she seems scarcely to breathe ; and
her countenance, at first anxious, gradually changes to a
smile as she comprehends the lesson. She then holds up her
tiny fingers, and spells the word in the manual alphabet ;
next she takes her types and arranges her letters ; and at last,
to make sure that she is right, she takes the whole of the types
composing the word, and places them upon or in contact with
the pencil, or whatever the object may be. "

At the end of the year a report of her case was made, from
which the following is an extract :

•' It has been ascertained, beyond the possibility of doubt,
that she cannot see a ray of light, cannot hear the least sound,
and never exercises her sense of smell, if she has any. Thus
her mind dwells in darkness and stillness as profound as that
of a closed tomb at midnight. Of beautiful sights, and sweet
sounds, and pleasant odors she has no conception $ neverthe-
less she seems as happy and playful as a bird or a lamb, and
the employment of her intellectual faculties or acquirement of
a new idea gives her a vivid pleasure, which is plainly mark-
ed in her expressive features. She never seems to repine, but
has all the buoyancy and gayety of childhood. She is fond
of fun and frolic, and, when playing with the rest of the
children, her shrill laugh sounds loudest of the group. * * *

Visit of her Mother.

During this year, and six months after she had left home,
her mother came to visit her ; and the scene of their meeting
was an interesting one.

The mother stood some time, gazing with overflowing eyes
upon her unfortunate child, who, all unconscious of her pre-
sence, was playing about the room. Presently Laura ran
against her, and at once began feeling of her hands, examin-
ing her dress, and trying to find out if she knew her ; but,
not succeeding in this, she turned away as if from a stranger,
and the poor woman could not conceal the pang she felt at

finding that her beloved child did not Know her.

She then gave Laura a string of beads which she used to I
wear at home, which were recognised by the child at once,
who with much joy put them around her neck, and sought
me eagerly to say that she understood the string was from her
home.

The mother now tried to caress her child, but poor Laura
repelled her, preferring to be with her acquaintances.

Another article from home was now given her, and she be-
gan to look much interested ; she examined the stranger more
closely, and gave me to understand that she knew she came
from Hanover ; she even endured her caresses, but would
leave her with indifference at the slightest signal. The dis-
tress of the mother was now painful to behold ; for, although
she had feared that she should not be recognised, the •
reality of being treated wi:h cold indifference by a darling
child was too much for woman's nature to bear.

After a while, on the mother taking hold of her again, a
vague idea seemed to flit across Laura's mind that this could
not be a stranger ; she, therefore, very eagerly felt of her
hands, while har countenance assumed an expression of in-
tense interest. She became very pale, and then suddenly
red ; hope seemed struggling with doubt and anxiety, and
never were contending emotions more strongly depicted upon
the human face. At this moment of painful uncertainty the
mother drew her close to her side and kissed her fondly, when
at once the truth flashed upon the child, and all mistrust and
anxiety disappeared from her face as with an expression of
exceeding joy she eagerly nestled to the bosom of her parent,
and yielded herself to her fond embraces.

Laura accompanied her mother to the door, clinging close to
her all the way, Until they arrived at the threshold, where she
paused and felt around to ascertain who was near her. Perceiv-
ing the matron, of whom she is very fond, she grasped her with
one hand, holding on convulsively to the mother with the
other, and thus she stood for a moment ; then she dropped her
mother's hand, put her handkerchief to her eyes, and, turning
round, clung sobbing to the matron, while her mother depart-
ed with emotions as deep as those of her child.

After she had been three years under instruction a very
gratifying account is given of her progress in the use of lan-
guage. Pronouns, verbs, articles, &c. are beginning to fill
up her before broken speech. She no longer speaks of her-
self in the third person, and her store of ideas has been great-
ly enlarged. The light which before stole into the darkened
chambers of her mind by the smallest apertures has now found
freer entrance, and is quite an illumination to her. She thinks
quite acutely on many subjects. Take the following passage :

Her teacher, talking with her one day about her doll, told
her it could not feel ; that flesh and skin had feeling, but not
kid and wax. "But," said she, "why cannot man make
flesh doll ?" Where would he get his flesh ? was the answer.
" Take from cow," said she. Immediately afterwards, talking
of horses, she said, "Did you ever pat your father's horse on
face ?" Yes ! " Was he happy }" Yes ! " Did he
smile ?" No ! " Then how did you know he was happy V*

Care has been taken to prevent the introduction of religious
dogmas into her mind, and Dr. Howe, in his report for 1843,
admonishes those who are disposed to instruct her in them,
since they know not how far in doing so they may interfere
with the general plan of the institution, and to show the com-
plexion of her thoughts on spiritual subjects, he gives the
following conversation. Laura knew that one of the pupils
had been very ill.

After his death I proceeded to break it to her. I asked her
if she knew that little Orin was very sick. She said y«n
He was very ill yesterday forenoon, said I, and I knew he
could not live long. At this she looked much distressed, and
seemed to ponder upon it deeply. I paused awhile, and then

tcld her that Orin died last night. At the word died she \
seemed to shrink within herself; there was a contraction of1
the hands, a half spasm, and her countenance indicated not
exactly grief, but rather pain and amazement; her lips quiver-
ed, and then she seemed about to cry, but restrained her tears.
She had known something of death befoie ; she had lost {
friends, and she knew about dead animals, but this was the
only case which had occurred in the house. She asked about
death, and I said, "When you are asleep does your body
feel ?" "No, if I am very asleep." Why ? " I do not
know." I tried to explain, and used the word soul. She
said, " What is soul ?" That which thinks and feels and
hopes and loves, said I ; to which she added, interrogatively,
"and aches ?" Here I was perplexed at the threshold by
her inquiring spirit seizing upon and confounding material and
immaterial processes. I tried to explain to her that any inju-
ry of the body was perceived by the soul ; but I was clearly
beyond her depth, although she was all eagerness to go on. I
think I made her comprehend the difference between material
and spiritual operations. After a while she asked, " Where
is Orin's think ?" It has left its body and gone away.
" Where ?" To God, in heaven. She replied, " Where —
up ?" (pointing up.) Yes ! " Will it come back ?" No !
'* Why ?" said she. Because his body was very sick, and
died ; and soul cannot stay in dead body. After a minute she
said, "Is breath dead ? is blood dead ? Your horse died,
where is his soul ?" I was obliged to give the very unsatis-
factory answer that animals have no souls. She said, " Cat
does kill a mouse ; why ? Has she got a soul ?" Answer :
Animals do not know about souls ; they do not think like us,
At this moment a fly alighted upon her hand, and she said,
"Have flies souls ?" I said no. " Why did not God give
them souls ?" Alas ! for the poverty of her language, I could
hardly make her understand how much of life and happiness
God bestows even upon a little fly.

Soon she said, " Can God see ; has he eyes ?" I replied
by asking her, can you see your motherln Hanover ? "No."
But, said I, you can see her with your mind ; you can think
about her and love her. " Yes," said she J So, Teplied I,
God can see you and all people, and know all thoy do ; and
he thinks about them and loves them ; and he will love you
and all people, if they are gentle and kind and go«d, and love
one another. " Can he be angry ?" said she. No ; he can
be sorry, because he loves ail folks, and grieves when they do
wrong, "Can he cry ?" said she. No, the body cries be-
cause the soul is sad ; but God has no body. I then tried to
make her think of her spiritual existence as separate from her
bodily one ; but she seemed to dislike to do so, and said eagerly,
"I shall not die." Some would have said she referred to her
soul, but she did not ; she was shrinking at the thought of
physical death, and I turned the conversation. I could not
have the heart to give the poor child the. baneful knowledge
before I had prepared the antidote. It seems to me that she
needs not the fear of death to keep her in the path of good-
ness.

In 1846, when she had been in the Institution six years,
she had attained a use of language of which the following is
given for a specimen :

The Goodnatured Girl — " Lucy was merely nine years
old. She had excellent parents. She always did with ala-
crity what her mother requested her to do. She told Lucy
when it was time for her to go to school ; so Lucy ran and
put on her bonnet and shawl, and then she went back to her
mamma. She offered Lucy a basket containing some pie and
cake for her luncheon. And Lucy went precisely at school-
time : and when she got to the house she took her own seat
and began to study diligently with all the children. And she
always conformed to her teacher's wishes. In recess she took
luncheon out of her basket, but she gave some of it to her
mates. Lucy had some books with pictures and slate in her
desk —

" When she went home she found that dinner was all rea-
dy. Afterwards her mother took her to take tea with her

friends. Lucy was much delighted to play with her little
cousins, Lucy and Helen ; and they let her see their play-
things. After tea Lucy was sorry to depart ; and when she
went to bed she thought that she had made it pleasantly to all
her friends with little joyful heart."

During this year her health failed so much as to give those
interested in her (and who that knows her is not of the num-
ber ?) serious apprehensions as to the result, but within the
last fifteen or eighteen months it has become fully re-establish-
ed. She is now in good health, full of energy, with a fund
of cheerfulness and gayety that thousands blessed with all the
natural endowments of man might envy. Tfte even, vivacity
of her disposition, with her fine organization and sensitive
temperament, is to me one of the most wonderful facts in na-
ture. She is not indifferent to the great privations she lives
under, but she seems to have in her loving heart a source of
light and harmony that enables her to defy the outward dark-
ness and silence to which she is doomed.

I have approached her when she has been sitting alone in
the evening, unconscious that any one was near, or that light
surrounded her, and found her face radiant with the joy of her
unuttered thoughts, and I have often wondered whether or
not, if her eyes and ears had been ever open to the sights and
sounds that shock us, she would have had as few ungentle
disturbing thoughts or emotions as now agitate her. Her
condition has been one of protection as well as of privation. The
wisdom, purity, and delicacy of the minds which have educa-
ted hers, and been, as it were, the lenses of her darkened
spirit, have been as a mighty and scarcely less than all-suffi-
cient shield against the grosser influences that would other-
wise have beset and poisoned her nature. It is fearful to
think how far in an opposite direction one so purely dependant
might have been carried had her lot been cast with the less
refined and noble minds than those which have bent their un-
iring energies to make her future years blessed.

SALEM REGISTER.

MONDAY MORNING, DECEMBER 4,18-18.

LAURA BRIDGMAN AND HER BARREL OF
FLOUR.

We wonder if any of our young friends in Eng-
land have not heard or read something of this inter-
esting American girl ? If there are any such to
whom the story of Laura Bridgman is unknown, we
would merely say, ihat she is a young girl in the
Institution for the Blind in Boston, U. S. A., deaf,
dumb and blind. Just think of. that conidition, a
moment. Every avenue to her mind is cut off, ex-
cept the sense of feeling. We believe that of smel-
ing is impaired, so as be unable to perceive any rel-
ish in the sweet breath of flowers. Poor girl! had
she been born among the heathen, she would have
been left to perish as a worthless thing, to whom
life were of no value. But there were those who
saw in her a candidate for immortal glory, a being
that, deaf, dumb and blind as she was, could be
made to sing, and heat the angels sing in heaven,
and see and taste all beatitudes enjoyed there by
spirits that never were pent in clayey tabernacles as
windowless as hers on earth. And thev went to
work and educated that single sense of feeling to the
nicest susceptibilities And they made a wooden
;«lpviabet, wooden models of ideas, of things that
h (I been, are and shall be in the world And tlvso
she touched most thoughtfully, as if listening for the
music of a n*w existence; and wonderful! her fin-
ger ends became endowed with faculties almost rtii-
laculous, and filled h^-r m nd with astonishing reve-
lations of th ngs present, past, and to come. Her
little white, whispe ing, loving fingers touched the
record of the olden years, hey ond the Flood, till they
felt the branches of the forbidden tree, and the locks
of murdered Abel, and the surges that beat against
Noah's hel uless ark, and the cradle of the Hebrew
baby in the bulrushes, and the tremulous base of
Sinai, and David s harp, and the face of the infant
Emmanuel in the manner, and the nails that fast-
ened him to the cross, and their deep prints, that
unbelieving Thomas felt after the resurrection! and
with his faith, on shorter evidence, she too had cried
in the voiceless language of her heart, 'My Lord!
and my God!'

How she plied at morning, noon and night, those
fingers! It seemed that the very finger of God had
touched their miraculous susceptibilities of fellow-
ship with the spirit world and that around her. She
put them upon the face of His written word, and felt
them thrilled to her hearl with the pulsation of
his great thoughts of love to man. And then she
felt for other's woe. Poor child! God bless her
richly! she reached out her short arms to feel afier
some more unhappy than she in the condition of this
life; some whose fingers ends had not read such
sweet paragraphs of heaven's mercy as hers had
done; some who had not seen, heard and felt, what
her dumb, silent, deaf fingers had brought into her
heart of joy, hope and love. Think of that ye young
eyes and ears that daily feast upon beauty and mel-
ody of this outer wor.d. Within the atmosphere of
her quick sensibilities she felt the presence of those
whose cup was full of affliction. She put her finders

with their throbbing sy mpathies upon the lean, blood-
less faces of the famishing children in Ireland, and
sightless eyes filled with tears that the blind may
shed for griefs they cannot see.

And then she plied the needle with those fingers
and quickened thetr industry by placing them anon
upon the slow sickly pulse of want, that wasted h<:r
kind at noonday across the ocean. Days and nights
too — for day and night were alike to her wakeful
sympathies — and weeks she wrought on with her
needle. And then the embroidery of those fingers
was sold to England's Queen, to be worn by the
young Princesses on days of state — it was sold, and
its purchase price was a barrel of flour, instead of a
country's harvest, which it was well worth. And
that barrel of flour was stored away without other
private mark than that the recording angel put upon
it, among the thousands that freighted the •James-
town,'on her recent mission of brotherly love to
Ireland. That barrel of floor! would that it might
be to all the children of want in Ireland what the
barrel of meal was to the household of her who en-
tertained the prophet of old. That barrel of flour!
would at least that those nhom it supplies with
bread might know what fingers wrought lor their
sustenance.

Laura Bridgtnan and her barrel of Flour should
teach the world a lesson worth the woes of one year's
famine. Let all the children of England and A-
merica learn that lesson by heart, and Ireland and
the whole family of mankind will be the better for
this grievous visitation of want.— e. b

BwriU's Christian Citizen.

PRICE 6f GENTS,

Yearly Sales, Two Hundred Thousand Copies.

PHRENOLOGICAL AND PHYSIOLOGICAL

ALMANAC,

FOR

TRUTH 18 MIGHTY, AND WILL PREVAIL.

NEW YORK:
FOWLERS AND WELLS,

PHRENOLOGICAL CABINET, 131 NASSAU STREET,
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Works on Phrenology, Physiology, Physiognomy, etc*

-*■

LAURA BRIDGMAN TEACHING OLIVER CASWELL

TO READ,

BOTH BEING DEAF, DUMB) AND BLIND*

The above picture, and the persons which it represents-, speak volumes.for
Phrenology. They both have fully developed nervous temperament*, and
well developed heads, with distinct phrenological organs, and corresponding
manifestations of mind. Oliver Caswell's head I have not examined,
bnt it appears to be well balanced, with a very pleasant physiognomy

PHRENOLOGICAL AND PHYSIOLOGICAL ALMANAC. 41

Laura Bridgman I have examined. Her head has undergone a marked
change, in not only general size, but an absolute and relative increase in the
moral and intellectual region of the brain ; both of which are now fully-
developed, and the faculties connected with these developments are as
distinctly manifested ; and with only the two mediums of communication
with the world — that of taste and* sensation — she is making astonishing
progress in improvement and mental development. She has large order, and
is neat and tidy. Her social feelings are amply developed, and in harmony
with the true female character. She is very affectionate and devoted to her
friends, but delicate and sensitive in regard to sex. The crown of her head
is large, and those faculties situated there have a powerful influence in her
character — particularly Approbativeness and Cautiousness. She is exceed-
ingly solicitous, anxious, sensitive, and susceptible to foreign influences, so far
as she can become acquainted with them. She lacks Destructiveness, and its
sustaining influences. Her greatest source of uneasiness arises from the fact,
that she is shut out from the world almost entirely, with a very active, craving
mind, and but little for it to feed upon. Consequently, she is continually
struggling with internal emotions, with but very limited means to give ven*
to, or make known her desires. A person must be worse than blind to
become acquainted with all the facts connected with these two individuals,
and not admit the truth of phrenological science. For further particulars
see Dr. S. G. Howe's reports of the Massachusetts Asylum for the Blind
South Boston, and 3d volume of American Phrenological Journal.

PilOTESTANT CIIURCilMAN.

N E W - Y O R K I

SATURDAY, JUNE 1, 1850.

LAURA BRIDGMAN.

The quarterly exhibition of the pupils at
the Perkins Institution and Massachusetts
Asylum for the blind, took place on Satur-
uay afternoon, 2nd ult. The editor of the
Boston Bee relates the following interest-
ing incident which took place on this occa-
sion : —

" During the Mexican war Governor
Briggs visited her, and she had quite a con-
versation with him about war, telling him
her belief that it was wrong. In the same
conversation she told him, through her
teacher, that he did wrong to send men to
the war, &c. About two years elapsed be-
fore the Governor called again. On enter-
ing the Institution, and before seeing Laura,
he requested Dr. Howe not to let her know
he was present. He complied with the
Governor's request. His excellency then
approached her, and took hold of her hand.
No sooner did she feel its touch than she
communicated to her teacher the fact — ' It's
Governor Briggs !f seeming at the same
time very much delighted to see him. This
last visit was just after the Governor had is-
sued his proclamation for the last annual
fast. Laura knew the contents of the pro-
clamation, and after conversing with his
excellency for some time about it, told him
that she wished he would do away with
fast day every year, and have two thanks-
givings /

" When we saw her on Saturday, she
was very busy in supplying strangers, who
crowded around her, with her autograph.
She writes a clear and very beautiful hand,
and is far advanced in all the other branches
of education. She possesses a generous
and noble mind."

THE OBSERVER.

NEW-YORK, SATURDAY, JUNE 15, 1850.

Laura Bridgman. — This young woman is always
an object of interest to the public, not only because
she is deaf, dumb, and blind, but because of her fine
traits of character. The Boston Bee relates the fol-
lowing occurrence in connection with the late quar-
terly exhibition at the Massachusetts Asylum for
the Blind.

" During the Mexican war Governor Briggs vis-
ited her, and she had quite a conversation with him
about war, telling him her belief that it was wrong.
In the same conversation she told him, through her
teacher, that he did wrong .to send men to the war,
&o. About two years elapsed before the Governor
called again. On entering the institution, and
before seeing Laura, he requested Dr. Howe not to
let her know he was present. His Excellency then
approached her, and took hold of her hand. No
sooner did she feel its touch than she communicated
j to her teacher the fact*— ' It's Gov. Briggs !' seeming
at the same time very much delighted to see him.
This last visit was just after the Governor had issued
his proclamation for the last annual fast. Laura
knew the contents of the proclamation, and after
conversing with his Excellency for some time about
it, told him that she wishes he would do away with
fast-day every year, and have two thanksgivings !

" When we saw her on Saturday, she was very
j busy in supplying strangers, who crowded around
her, with her autograph. She writes a clear and
very beautiful hand, and is far advanced in all the
other branches of education. She possesses a gen-
erous and noble mind."

g~j«-iyP7T'ijrai»MT»«.«i»»na-i-v... -.-yi

PROVIDENCE JOURNAL.

WEDNESDAY MORNING, JULY ID, 185J

JULY 10, 1850.

We copy the following exceedingly neat retort
from the Norfolk, Va., Daily Dispatch: —

"Carlyle asks, 'What thing to admire has Amer-
ica ever produced V She has produced a girl
deaf, dumb and blind, who, with her own hands,
did sewing enough to send a barrel of flour to
Ireland's starving people— the victims of a tyran-
nical nation you so much admire."

PROVIDENCE JOURNAL.

SATURDAY MORNING, NOV 1, 1851.

The Deaf and Dumb. — The following re- '
marks we extract from a late number of the Athe-
neeum :

"The story pf Laura Bridgeman has made
English readers familiar with the wonders pro-
duced by the American method of teaching the
deaf and dumb. In Prussia, and in other parts
of Germany, a method similar in its essential fea-
tures has been long practiced with a fair show of
success. In England, also, patience, gentleness
and kindness, have had their effects; and by their
means the deaf and dumb creature has been raised
for certain industrial purposes, almost to a level
with his more gifted fellow. But, as is still the
case with criminals, and was, until recently with
the insane, great differences of opinion exist as to
the best practical modes of treatment, and the con-
ductors of the more celebrated establishments in
England, Germany, and America, have recently
held a series of conferences in London on the sub-
ject. Much information was laid before the sev-
eral meetings as to the plans and systems pursued
in New York, Berlin, Edinburgh, and other
cities, but the discussions turned chiefly on the poli-
cy of giving trade instruction to the mute in school.
Continental and American experience are in favor
of first educating him as far as possible, and then
placing him as an apprentice to learn his trade in
the ordinary way. The members of the confer-
ence separated with a promise to meet again and
compare notes next year."

Christian llctjistix

Boston, Saturday, June 12, 1852.

LONGFEILGW'S EVANGELINE AND
LATJBA BRIDGMAN.

The author of Evangeline has had many flat-
tering proofs of the pleasure his beautiful poem
has given to innumerable readers at home and
abroad; but we doubt whether any would have
been more gratifying to his feelings than the one
just received, which we are about to mention.

A lady w.bo had lately been entrusted with the
care' of Laura Bridgman, and whose heroic self-
devotion, experienced by more than one grateful
heart, eminently fitted her for such an arduous
duty, Mrs. Emma C. Goodwin, formerly of Bos-
ton, now of Duxbury, undertook the seemingly
hopeless task to make her pupil acquainted with
the beauties of a work which she herself admir-
ed so much.

In order that the reader may folly appreciate
the difficulty of the undertaking, he must bear in
mind thauLaura is blind, deaf and mute, and
that the only way of communicating with her is
through the raediun of figures made in her hand
by the fingers of her teacher. It was in this ex-
tremely laborious way that Laura was made to
read the gJoryof Evangeline, and it is the high-
est proof of the intrinsic merit of the poem, that
even in this mode of imperfect translation, the
beauty and charm of the» original would not be
entirely destroyed.

Laura was delighted with the story, and Sox
days talked about nothing but Evangeline. We
borrow the following passage from a letter of
Mrs. Goodwin to Mr. E. Vitalis Scherb,in which
she. informed him of the success which had
crowned her philanthropic experiment.

"Since our return from Boston, I hare read
more leisurely and with more time to explain
figures of speech, to Laura, the latter pait of
Evangeline. I had to hurry it before, as she
left so soon. After finishing the last canto, and
talking much with her about the noble character
of the heroine, I asked her if she did not want
to tell Mr. Longfellow some of her thoughts
about this beautiful book. She clapped her
ha^ds with delight at the thought. I told her I
would enclose her note in a letter to you, and 1
was sure you would be glad to give it to your
friends. 1 could fill pages with the naive, and,
in their naivete, beautiful remarks Laura has
made during this reading, I think it one of the
most gratifying tributes to the life-likeness of a
fictitious character that we find people applying
it as a rule of conduct. In various instances
Laura has done this. One, though very simple,
is so child-like. J must tell you, she has a re-
markable antipathy against cats, and, though

generally Humane and gentle, cannot avoid an
occasional expression of her dislike in the shape
of a kiek or push. The other day she asked me
if I thought ''Evangeline would have kicked a
cat?" I told her no, Evangeline would never
have been rude towards any one. She looked
the picture of humiliation, and has not been so
vindictive against her enemy, the cat, since. •'

The following is the close of Laura's own
note to Mr. Longfellow :

1 am so much interested in thinking of Evan-
geline who devoted all her time in doing so very
much good to the sick and afflicted people during
her life, I sympathyze with net much in her af-
flictions.

I love her dearly. She is so lovely and sweet.
She is one of Christ's very dear sisters.

1 enjoyed myself very much in reading about
Evangeline and her most benevolent duties

I should like to meet her with my soul in
Heaven when i die on earth.

From Laura Bridgman.

How gratifying must it be to the heart of the
Poet to have lighted for awhile with the sunny
creatures of his beautiful imagination the dark
night in which the spirit of the poor sense-lock-
ed girl is bound. Truly such an experience is
a higher reward than it will ever be in the pow-
er of critics to bestow or take away.

But if the poet, has reason to consider the joy
and the thanks of the poor girl as one of the
proudest triumphs of his muse, what must be the
feelings of him, to whom Laura is indebted for
all that she is more than a human being merely
in form? Well may he proudly stand by the side
of his friend, the poet, claiming part of the lau-
rels, for a"3 Cornelia of old could point to her
children as her most precious jewels, so may the
teacher of Laura well point to her and §ay : B©>-
hold my work of Art ! — Transcript, Fek. 18th.

THE MAINE LAW ADVOCATE

ASJES HKDMCIS <8W3,(DM$9

By E. in. GORHAM,

Published every Thursday, at the low price of
One Dollar per year, invariably in advance.
Twenty five cents extra will be charged subscri-
bers in the city for delivering the paper.

OFFICE-DWIGHT'S BUILDING. 3D STORY.

Corner of Chapel and State Streets.

W. H. STANLEY, Book and Job Printer.

Maine Law Assoc!*! i>»n of New iluvun.

Chairman— RUSSKL CHAPMAN, Esq.
Secretary— E. D Potter.

SEPTEMBER 16, 1852,

LAURA BRID6MA1V.

This young lady still resides in the Blind
Institution at Boston, under the care of the
benevolent and ingenious Dr. Howe. A
gentleman communicates to the Boston
Transcript some interesting particulars re-
specting an interview which he lately en-
joyed with her.

" She was not (he writes) with the other
children, as she could not hear or take
part in the music. Your readers may not
at all be aware that Laura is blind, deaf,
and dumb. She can neither hear, see, nor
speak. I had, somehow, formed an opinion
that she was a little girl, but I learned that
she was twenty-two years of age, although
she appeared not over sixteen or eighteen.
Her features are regular, an oval face, with
a very pleasing expression of countenance.
Her head is what phrenologists would call
finely balanced — the moral and intellectual
predominating. Her demeanor was lady-
like and attractive. One would not suppose
she ever entertained a thought of sadness
from her appearance. The mode of com-
municating intelligence to her, is entirely
different from that of any other human
being — she being the only person living
who is at once blind, deaf, and dumb. The
deaf and dumb can learn by seeing, and the
blind by hearing — but Laura can learn in
no guch way. She can only learn by the
sense of touch. Strange as it may appear,
she has been taught not only to converse
freely, but to write. This has been accom-
plished by the sense of touch alone. How
did she learn her letters ? How was the
first idea communicated to her ? As we en-
tered the room she was in earnest conver-
sation with her blind companion. The

blind girl could hear our approach, but
Laura literally " turned a deaf ear" to us.
While viewing the two, we almost envied
the condition of the blind girl, in contrast
with the night of night in which poor Laura
was encompassed. Laura could speak to
others by the motion of her fingers, like the
deaf and dumb, spelling out every word. —
But while she could speak to others in this
way, no one by similar motions, could speak
to her, as she could not see the motion of
their hands. In speaking to her, the mo-
tion of the fingers had to be made inside of
her hand. She could then understand their
meaning. Laura and the blind girl both
conversed in this way. On the desk before
Laura lay a piece of grooved tin, with a
slip of paper. I asked if she would write
her name for me, as I should prize 'it, and
preserve it. as a choice memento. She com-
plied cheerfully, after learning the request
through her teacher. She placed the paper
on the grooved tin, measuring the distance
from the sicles, and wrote in plain round let-
ters ' Laura Bridgman to Dr. C .'

See guided her pencil with the left hand in
the grooves of the tin."

GLEASON'S PICTORIAL DRAWING
ROOM COMPANION.

Xawra, St kl am on.

The signature of this remarkable girl is very peculiar. It is
precise, regular, and like her manuscript — how strange it seems
to think that she can write at all — is wonderfully uniform and
neat. Blind, deaf and dumb; it seems little short of miraculous
that she could be taught to read and write ! Yet Laura is very
intelligent, and is really, in many respects, highly accomplished.

NATIONAL INTELLIGENCER.

WASHINGTON.

" liberty and Union, now and forever, one and
inseparable."

THURSDAY, JUNE 16, 1853.

The work entitled " An Englishwoman's Experience in
America" contains an interesting allusion to Laura
Bridgman. The author says :

" I visited the Blind Asylum at South Boston, and I saw
Laura Bridgman, the little deaf, dumb, and blind girl,
who is immortalized by Charles Dickens in his ' Ameri-
can Notes.' I found her quite as interesting as he de-
scribes her. She is now about twenty-two, her figure is
slender and graceful, and her face one of the happiest and
brightest I ever saw. When I entered the room she was
in the middle of a very animated conversation with her
teacher, who was standing beside her. The understand-
ing between them was perfect ; I never saw ideas convey-
ed so rapidly. The slightest touch seemed to express a
sentence. On asking what employment she liked best, I
was told she wished to have the care of young children."

LAURA BRIDGMAN,

THE deaf, dumb, and blind girl, whose interesting history has excited a thrilling
interest in the heart of every philanthropic person in both this country and the
old world, was born in Hanover, New Hampshire, on the 21st of December, 1S29
A puny and sickly infant from her birth, before she was two years of age she lost
both sight and hearing through the severity of her disease, and she did not recover
her health until she was nearly four, when it was discovered that the senses of smell
and taste were also nearly destroyed. "What a situation for the poor child ! What
was this bright world, so full of pleasing sights, and sounds, and odors, to her ? for she
dwelt in more than Egyptian darkness, and the silence of eternal night surrounded
her. There were the blue heavens above her, and smiling faces all around her — but
she could not get even a glimpse of them ; the happy voices of childhood, the merry
music of the birds, and the sweet tones of affection filled the air about her — but
her ear was sealed to them all ; flowers were shedding their rich fragrance all about,
filling earth and air with their perfumes of Araby — to her, alas! they were as
nought. Yet she exhibited traits of intellect which gave evidence that the darkness
and the silence were not spiritual, that the inner ray was not extinct, and that, if it
could be reached, it could be developed, and the poor soul exhumed from the dark
grave in which it had so unfortunately been buried.

1854

476

LAURA BRIDGMAN.

It was at this juncture that her case came to the knowledge of Dr. Howe, of the
Blind and Deaf Asylum in Boston. Immediately he set out on a journey to pay
her family a visit. He found her a finely-formed girl, with every physical manifes-
tation of intelligence and activity. Desirous of making the attempt to develop that
benighted intellect, he easily persuaded her parents to intrust the child to his care,
and she became a member of his interesting family in 1837.

Laura was but eight years old when she entered the institution of Dr. Howe, at
South Boston. For a long time but little progress was made in her education, and
what she learned was purely mechanical, just as dogs and monkeys are taught to
perform their varied tricks; but at the end of three months her intellect was awa-
kened, and she began to learn with astonishing quickness. She manifested the great-
est delight also in her new acquirements, and pursued her studies with the greatest
eagerness, turning her head one side and apparently listening with the greatest in-
terest, until she began to comprehend the lesson she was learning, when her face
would become suddenly lit up with the smiles of an animated and grateful intelli-
gence most pleasing to behold.

At the end of a year her instructor writes of Laura, in his annual report, " Of
beautiful sights, and sweet sounds, and pleasant odors, she has no conception ; nev-
ertheless she seems as happy and playful as a bird or a lamb. She never seems to
repine, but has all the buoyancy and playfulness of childhood. She is fond of fun
and frolic, and when playing with the children her shrill laugh sounds the loudest
among the group." She made great progress in the manual alphabet, and could
communicate with astonishing celerity with her teacher and others.

About a year and a half after Laura entered the institution, her mother made her
a visit. She did not recognize her at first, to the great grief of the mother ; but after
a little while the truth flashed upon her mind, and she manifested the greatest joy
and affection, and ever since has spoken of her with the strongest expressions of
attachment.

Would that we had space to speak more at length on the history of this interest-
ing mute, but we must content ourself with a brief summary of the traits of her
intellectual and moral character. She gives evidence of a strong mind, possessing
an almost insatiable thirst for knowledge, and the capacity for thoroughly digesting
and appropriating it. The relation and fitness of things seem almost instinctive to
her, so admirably is her causality developed. To learn seems to be the desire of her
life. In her moral character the most beautiful traits constantly appear like rich
clusters upon a vine. She seems to have an innate perception of what is right and
fit, amiable and pure, never uttering a thought or assuming a position which could
offend the most fastidious taste ; and " it is beautiful to behold her continual glad-
ness — her keen enjoyment of existence — her expansive love — her unhesitating con-
fidence— her sympathy with suffering — her conscientiousness, truthfulness, and
hopefulness."

GRAVES .& WESTON,

36 WASHINGTON ST., BOSTON.

SATURDAY MORNING,
AUGUST 26, 1854.

An Englishman once asking — "What
thing to admire has America ever done?" was an-
swered, "She has produced a girl, deaf, dumb and
blind, who witb her own hands did sewing enough
to send a barrel of flour to some of jour suffering
countrymen."

BALLOITS PICTORIAL.

THE CHEAPEST WEEKLY PAPER IN THE WORLD.

MATURIN M. BALLOU, Editor and Proprietor.
FRANCIS A. DURIVAGE, Assistant Editor.

n/r *x t> a t T rvTT S CORNER OF TREMONT

M. M. BALLOU, [ and bromfield sts.

BOSTON, SATURDAY, APRIL 2G, 1856.

LAURA BRIDGMAN.

Every one has heard of Laura Bridgman, oneof the most in-
teresting pupils at the Perkins Institution for the Blind, and whose
portrait accompanies this sketch. Afflicted to a degree which
would seem to doom her to a totally darkened existence— deaf,
dumb and blind — she has yet been raised by the unremitting ef-
forts of her friend and benefactor, Dr. Howe, to a perception of
moral and scientific truths, to a sense of religion, and to a rational
enjoyment of life. She was born in Hanover, New Hampshire,
December 21, 1829, and was sickly from her birth. At two years
oftage she lost the senses of sight and hearing, and at four, when
her health was restored, it was found that the senses of smell and
taste were also nearly obliterated. In this condition Dr. Howe
first saw her, and conceiving hopes of developing her intellect,
induced her parents to entrust her to his care. For the first few
months, her progress was slow, but at the expiration of that period
she discovered signs of an awakened intellect, and thenceforth be-
gan to acquire knowledge with truly remarkable rapidity. From

BALLOU'S PICTOKIAL DRAWINGllOOM COMPANION.

267

Up to labor! do not Rlumlxr!

Westward cornea Hio god of dny-
Bleep disturbing, night destroying,

'Ti« the awncthiirg o'er nod
G»lloj ■■ -I ■ v. b my lot might cir
Tugging, toiUng at tho om.

Labor be n tbiu^ i.nycifi'

[Written for Ba.llou'a notorial.]

THE BRIDE OF THE CARNIVAL.

"Dobs she really love me?" said Captain Ernest Von Stein-
berg, aid -de -camp to King Louis of Bavaria, as he left the presence
of tho young mid ln-imiilul kirouess Anna Von Grnffenburg, the
belle of Munich, and his passionately In-loved mistress, "or is she
really the heartless coquette which common rumor makes her?"

As ho passed down the staircase, ho encountered the pretty
baroness's pretly French chambermaid, Lisctte.

"Lisctte, you arc looking <.'li;i.rmi!iLr1y today — do you know it?"

"My mirror told me so this morning," said the soubrette, look-
ing up boldly into his face.

"What lips! what eyes ! and what a figure !" said tho soldier.
" But do you know I think you would Ionic inliniu Iv prettier in a
lavender-colored silk robe, with cherry-colored ribbons?"

" Very possibly, monsieur," answered the waiting-maid. " But
that costs money — and how is a poor girl like mo to dress liko a

"I have thought of that difficulty," said Ernest, "and have
provided a remedy. Will yo* allow me to present you with a
slight token of in \ grulitude and admiration V

As he spoke, lie drew forth a little net silk purse, through the
interstices of which several newly-coined gold picres showed their
pleasant, brilliant countenances. Lisette's eyes reflected their
brightness.

" Monsieur is altogether too generous," she said. But the little
white lingers clasped the glittering nlll-ring and conveyed it to one
of the side pockets of tho coquettish black silk apron that she wore.

"Now tell me, Lisette, is your mistress going to the masked
ball ai tlio palace to-morrow night?"

"Ah, but that is a great secret, monsieur, which I promised
madam not to reveal," replied tho Parisian, archly, laying her
finger on her lips.

"She is going, then?" said Ernest.

"Monsieur says so," answered the soubrette, smiling.

"And what else did your mistress chnrge you to keep secret V
asked tho officer, smiling in his turn.

" That she was going to wear a rose-colored domino, with a
bunch of sky blue ribbons on tho right shoulder," replied the
waiting-maid hurriedly, and she ran up stairs as if to avoid further
catechism, fully satisfied that her indiscretion had been an ample
offset to tho aid-dc-camp's present.

" Very good, Madam Anna," said the young officer to liimself.
"I have now reconnoitcred the ground, and I shall know where
to open my trenches. All's fair in love and war. And now to
my friend the sculptor's — if his ingenuity aid me, my success will
bo certain."

On the night of the masked ball tho royal palace of Munich was
a hlazo of light. Every window glowed as if tho interior were a
mass of fire, and the brilliant rays, streaming forth upon tho night,
fell on the glittering helmets, breastplates and snbres of the mount-
ed cuirassiers, or were reflected from the bayonets of a detachment
of the infantry of the line drawn up as a guard of honor in tho
square without. Chamberlains stood at the entrance of the palace,
and files of lackeys, with wax tapers flaring in the evening air,
shed the light of day almost on tho grand staircase. Carriage
after carriage rolled up in succession with their living freights of
beauty and youth, and as light feet fell liko snow flakes on the
carpeted marble, as graceful forms vanished within the portals, the
cars of the bystanders were lulled by the pleasant rustling of silks,
while the breeze was perfumed by a thousand delicate odors.

But if such were the external manifestations of tho fete, how far
more brilliant and bewildering was the interior of tho palace of
pleasure. How those lofty halls glowed with the dazzling efful-
gence of thousnnds of wax tapers ! How softly beautiful were the
marble statues that graced the niches, lined the corridors, and
looked down from their pedestals on tho grand ball-room 1 How
oriental in their magnificence were the gorgeous draperies of velvet
and satin, with their fringes of gold bullion; but above all, what
music streamed on the enchanted air from an orchestra composed

of a hundred of the best iu-Unimentalists in iln- city, .And lli<' life
— the animation of the throngs that filled thai, brilliant saloon —
who shall describe it ?

Ernest Von Steinberg, who looked but for one person in that
brilliant multitude, was so masked and mullled that his disguise
wits perfectly impenetrable. Tbereforc, when he found the rose-
colored domino at hist, he hesitated not to address her.

" Good evening, fair mask." *

"Good evening, gallani cavalier. But how know you that I
am fail?"

" Were I to pronounce you tho fairest in Munich, none would
dispute your title,"

" Do you know mo ?"

"Tho belle of Munich hides her face in vain," answered Ernest.
" That inimitable foot and baud are her betrayers."

" You may bo mistaken, after all."

"1 cannot be, and I claim the hand," said Ernest, "and will
find ciii|il<Mincnt I'm [hat dainty foot. The music sounds."

" I believe my hand is promised already," answered the fair
one; "so take it quick, before somo one disputes the prize with

The next moment they were whirling round tho vast snloon to
n music that might keep dancers on their feet for life. Anna leaned
upon the shoulder of her partner, and he breathed in her ear words
that she could not listen to without a thrill of pleasure At tho
conclusion of tho dance, Ernest led her into a side room, in which
they found themselves quite alone.

" You persist, then," said the lady, " in calling mo the Baroness
Von GiafTenborg,"

" If I had doubted before, your dancing would have convinced
me. Tho leader of the sylphides is known by her step."

"I am a perfect Taglioni, then !" said the baroness, laughing.
"Well, moin herr, you have guessed right. And now, in return
for my confidence, may I request you to raise your mask?"

"I can refuse you nothing," said Ernest Von Steinberg.

He raised his mask as ho spoke, and disclosed to the astonished
eyes of tho baroness the well known features of King Louis of
Bavaria.

" But I thought you assured us that tho cavalier was Captain
Ernest Von Steinberg 1" exclaims tho reader. Let us explain.
To give additional zest and pleasure, and complicate the mysteries
of a masquerade, the courtiers of Louis XIV. of France had in-
vented the following expedient. They procured line wax like-
nesses of their friends, of eminent persons, and wore them under
their masks. When requested to declare their identity, they would
raise the outer mask, and the inner wax one, seen for a moment,
in most cases completely deceived the spectator. It is easy to
iinagtni' what an inlinito field for mystification this contrivance
afforded. Captain Ernest had a friend, a sculptor, who had mod-
elled a bust of tho king. And from him he had procured a wax
mask, beautifully colored, nnd so well executed as to deceive the
eyes of the baroness for the moment they rested on it. Ernest,
satisfied with bis success, replaced his black velvet vizard, and
continued the interview.

"Yes, baroness," \vhi«pr->-od the disguised nid-de-camp. " It is
Louis who stands before you — not as your king — but as your sub-
ject, your slaves — the thrall of your beauty."

"All, sirel" sighed tho belle of Munich, "you arc sporting with
tho sensibilities of a weak woman."

"No, by heaven!" replied the false king. "I am incapable of
that. Behold mo at your feet, and henr me swear eternal alle-
giance to your charms."

" Rise, rise, sire," said the baroness, very much ngitated. " Wo
may bo seen or overheard.

"Long have I thought," continued tho false king, " that beau-
tics such as yours should grace a throne."

"A throne 1" echoed the baroness.

"But yon aro right," ho continued, hurriedly. "This is no
time or place for confidence like ours. Hark, the clock is striking
twelve. Will you trust my honor, and meet me at this hour to-

" Where, sire ?"

" In tho Chinese pavilion in the garden of the palace. Tho
wicket of tho postern gate that leads to the door of tho pavilion
shell he k-ft open for you."

Tho baroness gave him her hand. " To-morrow night nt twelve !"
said she, and glided from tho room.

" O, woman ! woman! woman!" said Ernest, when left alone —
"false as fair! Is it for this we rnnk you with tho angels ? But
tremble, faithless one — your punishment shall be as bitter as the
agony I suffer." And he followed tho baroness into the dancing
saloon. Ho had no sooner left the room, than a masked figure
stole forth from beneath a mass of crimson drapery.

"The Chinese pavilion— to-morrow night at twelve!" said tho
stranger. "Bravo! bravo! Captain Von Steinberg!"

And he, too, vanished.

A few minutes before twelve o'clock on the following night
Captain Von Steinberg, wearing his wax mask, unlocked and en-
tered the Chinese pavilion in tho royal garden. The inside shut-
ters of tho windows were closed, so that ho ventured to produce a
match and light a wa\ taper, taking care to place a shade over it
so that the room should bo very dimly lighted. After completing
these arrangements, he glanced round, and started on seeing tho
figure of a man near the table. The stranger was dressed in the
uniform of an aid de-camp, nnd wore a musk upon his face.

" Who are you '!" demanded Ernest, advancing to the intruder.

" You have anticipated a similar question," replied the mask.

"But 1 have a right to know," said Ernest.

" So have I," was the quiet answer.

" Sir — " said Ernest, placing his hand on the hilt of his sabre,

"So do I," replied the mask; "but I reserve it for tho enemies
of my country."

" Who are you 1 I implore you to tell me," said Ernest.

"Ah, now you speak in a different manner. I, .sir, am Captain
Von Steinberg, at your service, aid-de-eamp to bis majesty, King
of Bavaria."

" The deuce you are !" thought Ernest.

"But confidence for confidence," said the impostor. "Now
you must tell mo who you are, and by what right I find you in tho
royal pavilion at this hour."

"By tho very best right in the world," replied Ernest, boldly.
"I, sir, am King Lmus ■ >!' I-J;i.vnrin ;" and ho raised bis outward
mask, displaying the features of tho king.

" Pardon me, sire," said the stranger, falling on his knee. " But
making my rounds in the garden, I found ihc postern gate unlocked,
and fearing treachery to your royal person, deemed it rny duty to
keep watch in the pavilion of which, as your majesty is aware, I
have a duplicnte key."

"Zounds! man! you haven't locked the postern, have you?"
asked the pretended king.

"No, sire, it remains as I found it."

" Then, my good fellow, there is no harm done," said Ernest.
"And I'll tell yon n secret; I expect a Indy here everv instant,
who has accorded me a private interview. Tho best service you
can render me — is to leave mo to myself."

" A hint from your royal lips is a command," said the pretended
Ernest. " That your majesty's suit may prosper, is the warmest
wish of your most devoted subject."

And the stranger vanished. Before Ernest had an opportunity
to frame any hypothesis with regard to this mysterious being, tho
door opened cautiously and admitted tho baroness. She threw
herself at onco at the feet of Ernest.

"Rise, lady," said the pretended monarch. " I should rather
bo at your feet — rise!"

" Not," said the baroness, " till your majesty pledges his royal
word to pardon mo in advance for whatever I may confess."

" I freely pledge yon that," said Ernest, aiding tho lady to rise.

"Know, then," said tho baroness, " that I am an ungrateful
woman. Your majesty distinguished me last night, and held out
hopes so brilliant that a subject might well be dazzled by their
promise. I teas dazzled, and I heard you with pleasure. But it
was only a momentary weakness. In the delirium of the dance
you told me that you loved me — my consent to meet you here
seemed a confession of reciprocal affection. But in truth my heart
is given to another. I love— and love with all the fervor of my
being, not a monarch — but a subject."

"A rivall" said the pretended king, sternly. "His name?"

"Promise that you wUl not harm him, sire."

"I make no promises in such a caso as this."

"Then I shall keep my secret," said l he baroness, firmly.

"And you would love this man— even if I commanded you to
tear his imago from your heart 1"

"I love him, nnd him only," said the baroness. "In good re-
port, and evil report— in sorrow and sickness— in shamo and in
honor. Truly I pledged him my hand — my heart went with it.
I am his forever."

" And he is thine, dear Anna," said Emest, tearing off his dis-
guise. " Will you forgive the trial I have subjected you to ?"

" Will you forgive the weakness of a moment that made mo
listen to temptation ?"

"Freely and fully," said Ernest, folding the baroness in hio
arms. " And now — when shall wo be married 1"

"To-night!" said a voice beside them. And there stood the
King of Bavaria, but still in the uniform of an aid de-camp in
which ho had entered the pavilion that evening and first encoun-
tered Ernest. Ho it was who had overheard the appointment at
the masquerade. " To-night 1" he repeated, smiling on his aston-
ished auditors. " The chapel is lighted up— the priest is in wait-
ing— the wedding guests are bidden, nud the wedding feast pre-
pared. Louis of Bavaria awaits to conduct you to the altar, and
to give away the bride! And may tho pleasures of this carnival
bo but the precursors of a life of joy !"

The delight of tho lovers— the joy of Lisctte— the surprise and
pleasure of nil their family must bo left to tho imagination. There
are episodes iu life whose brightness baffles pen and pencil both.

CHEAPEST MAGAZINE IN THE WORLD.

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Encouraged by tho unprecedented success which this popular monthly hai

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NBWSLTALE9. POEMS, STOItTES OF THE SEA, SKETCHES, MISCEL-

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I , I h devott I to Its pecuHar'soet

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, Blia.ll r.

laid Street*, Boston.

y;>

268

BALLOU'S PICTORIAL DRAWING-ROOM COMPANION.

LAURA BIUDGMAN.

LAURA BRIDGMAN.

Every one has heard of Laura Bridgman, one of the most in-
teresting pupils at tlie Perkins Institution for the Blind, and whose
portrait accompanies this skctrli. Afllicted to a degree which
would seem to doom her to a totally darkened existence — deaf,
dumb and hlind — she has yet lieen raised by the unremitting ef-
forts of licr friend and benefactor, Dr. Howe, to a perception of
moral and scientific truths, to n sense of religion, and to n rational
enjoyment of life. She was born in Hanover, New Hampshire,
December 21, 1829, and was sickly from her birth. At two years
of age she lost the senses of sipht and hearing, and at four, when
her health was restored, it was found that the senses- of smell and
taste were also uearlv obliterated. In this condition Dr. Howe
first saw her, and conceiving hopes of developing her intellect,
induced her parents to entrust her to his care,
months, her progress wa
she discovered signs of i
gan to acquire knowlcdg

s slow, but ;

n awakened intellect, and thenceforth be-

rith truly remarkable rapidity. From

date, " to behold her continual gladness — her keen enjoyment of
existence — her expansive love — her unhesitating confidence — her
sympathy with suffering— her conscientiousness, truthfulness and
hopefulness." Laura has a most insatiable craving after know-
ledge. Her acquisitions arc rcadilv made, and are retained and
digested thoroughly. The success of Dr. Howe with this pupil—
whose condition promised so little, who was so deplorably afflicted,
awakens our warmest admiration. Such an achievement is among
the noblest that man can accomidish. And what an impressive
lesson does the life of this poor gin convey to those who are in the
enjoyment of all their faculties. An exhibition of the pupils of tlio
Perkins Institution must be a reproach to many of their auditors.
Gropiug after knowledge darkling and blindfold, guided only by
the senses of touch and hearing, they yet exhibit a proficiency
which the pupils of other schools, endowed with every faculty,
might envy.

MRS. ANNA COUA RITCHIE.

The fidelity of the accompanying portrait of this gifted lady will
be attested by thousands, who remember her as the brightest orna-
ment of the American stage, which she has abandoned at lost to
grace the quiet walks of private lifo. The career of Mrs. Ritchie
has been a truly brilliant one — as a poetess and prose v

of childhood. She is fond of fun and frolic, and when playing
with the children, her shrill laugh sounds the loudest among the
group."

'It is beautiful," Dr. Howe '

and "Mimic Lite," both put.li.d^l by Ticknor & Fields, of this
city, have met with a prodigious sale, and are still very popular.
They are characterized by talent of a high order, by a certain femi-
nine" grace, which adorns whatever it touches. Although Mrs.
Ritchie has met the various trials of life (and a largo share was
allotted to her) with indomitable spirit, though for years she
moved before the public in a perilous and trying position — that of
nn actress, still, the feminine delicacy of her mind was never
blunted ; she is as far removed from the vulgar " strong-minded "
of her sex, as daylight from darkness. The ladylike character of
her histrionic impersonations was over to us their most attractive
character. A stranger to her story could not see her in any of
her performances without feeling that she was a refined lady in
i haracter and feeling. Our readers are familiar with the story of
Mrs. Ritchie's life. Her father, Mr. Ogden, a merchant of New
York, meeting with heavy losses, removed to France for a few
years, and while in that country Mrs. Ritchie was born. Returning
to New York, she was married when very young to Mr. Mowatt,
an opulent lawyer, who lost hoth hit Fortune and bis health -hm-ily
afterwards. Thenceforth the talents of Mrs. Mowatt, which had
been the charm of the society she moved in, became a reliable re-
source. She gave public d'ramalie readings — she wrote for the
press, for the booksellers, for the *tago, and finally became nn
actress, winning a brilliant American and European reputation by
her efforts. During a professional visit to England, in 18ft I, Mr.
Mowait died, and after a lapse of time, she married Wm. F.
l;it<'hic. E-q., of Virginia, in which State she now resides, in the
enjoyment of a society that appreciates her worth. Her father,
Mr. Ogden, after undergoing many vicissitudes of fortune, has
again come into possession of a very large property. The retire-
ment uf private life has not impaired the activity of Mrs. Ritchie's
mind ; and as an especial favorite of the reading public, we may
hope, from her literary ability, a teries of works that will add
to her established reputation. Mre. Ritchie is certainty the most
gifted and versatile American lady who ever, for a scries of years,
adopted the stage as a profession. <Vo have seen many brilliant
stars in our day, but they wore specialities— they were lmf'itu d to
shine out of tho theatrical firmament. The retirement of Mrs.
Ritchie was a severe disappointment to the public, for she

MRS. ANNA CORA RITCHD3.

THE CIT¥ OF KARS.

The view of this interesting place is sketched at the moment
when Gen. Williams and his heroie band, forced to capitulate, are
marching out under the escort of the Russian officers and the Cos-
sacks as prisoners of war. In the distance lies the city of Kara,
with its mosques and minarets, and long, low rows of houses,
frowned over by the citadel. In front a group of bearded Orien-
tals' are gazing on the solemn military spectacle with their usual
imperturbability. The uniforms of the English staff officers con-
trast with those of the Russians, who are easily distinguished by
their curiously pointed helmets. The long lances of the Cossacks
form a conspicuous featuro in the column of march. The fall of
Kars is still the theme of indignant comment in England, and has
formed the subject of parliamentary investigation. Gen. Williams,
tho commander, who, hy tho way, is a native of North America,
held out heroically until his troops were nearly starved, imploring
in vain relief from the British eommander-in chief. The reinforce-
ments he asked for were refused because Louis Napoleon objected
to any troops being withdrawn for the purpose to operate in Asia,
as ho was not unwilling that a disaster should befall the arms of
his ally. Wo have alluded elsewhere to his policy. Kars is not
a very attractive place, as it is, for the most part, in a' ruinous
condition. It is not thoroughly fortified, and the citadel is far
from being a stronghold, if con tains eight mosques, and several
"" is about 105 miles
on of 12,000. The
s it has many other

CITY OF KARS RUSSIANS TRIUMPHANTLY ENTERING THE CITY.

each new acquisition she seemed to derive exquisite pleasure ; her
attention to her lessons was not painful — as light dawned upon her
mind, it lit up every feature of her face, and clothed it with grate-
ful and intelligent smiles. In 1838, when she had been a year
under the care of Dr. Howe, he wrote of her, " Of beautiful sights,
and sweet sounds, and pleasant odors, she has no conception ;
nevertheless she seems as happy and playful as a bird or a lamb.
She never seems to repine, but has all the buoyancy and playfulness
of childhood. She is fond of fun and frolic, and when playing
with the children, her shrill laugh sounds the loudest among the
group." "It is beautiful," Dr. Howe wrote of her at a recent

date, " to behold her continual gladness — her keen enjoyment of
existence — her expansive love — her unhesitating confidence — her
sympathy with suffering — her conscientiousness, truthfulness and
hopefulness." Laura has a most insatiable craving after know-
ledge. Her acquisitions are readily made, and are retained and
digested thoroughly. The success of Dr. Howe with this pupil —
whose condition promised so little, who was so deplorably afflicted,
awakens our warmest admiration. Such an achievement is among
the noblest that man can accomplish. And what an impressive
lesson does the life of this poor girl convey to those who are in the
enjoyment of all their faculties. An exhibition of the pupils of the
Perkins Institution must be a reproach to many of their auditors.
Groping after knowledge darkling and blindfold, guided only by
the senses of touch and hearing, they yet exhibit a proficiency
which the pupils of other schools, endowed with every faculty,
might envy.

LAURA BRIDGMAN.

BY DR. S. G. HOWE.

DIRECTOR OP PERKINS' INSTITUTION FOR THE BLIND, AT SOUTH BOSTON, MS.

Reprinted from Barnard's American Journal of Education for December, 1857.

LAURA BRIDGMAN.

BY DR. S. G. HOWE.

DIRECTOR OP PERKINS' INSTITUTION FOR THE BLIND, AT SOUTH BOSTON, MS.

Reprinted from Barnard's American Journal of Education for December, 1857.

3g4 LAURA BRIDGMAN.

equally well at any other period, whether earlier or later. But,
besides this negative loss, there must probably always be absolute and
permanent mischief, from such long continued morbid action, in an
organ so delicate as the brain.

At about twenty months old, she became apparently well, and con-
tinued so for four months. During this period all her senses seemed
to be in a normal condition ; and she showed more intelligence than
one would expect, in view of her previous condition.

She sickened again at two years old. The scarlet fever ravaged her
system with great fury, destroying utterly the organs of sight and hear-
ing,* blunting the sense of smell, and prostrating her whole system so
completely that recovery seemed impossible. She was kept in bed,
in a darkened room, for about five months, and was ill and feeble for
two years.

The storm of disease gradually abated, however, and the wreck at
last floated peacefully upon the stream of life. But, what a wreck !
Blind, deaf, dumb, and, moreover, without that distinct consciousness
of individual existence which is developed by the exercise of the
senses. I say " distinct consciousness," in comparison with that of
ordinary persons ; for, of course, the general sense of touch, the
capacity of muscular contraction, the feelings of hunger, thirst and
the like, are parts of the consciousness of existence.

A most interesting psychological question is, how much exercise
did she have of the senses of sight and hearing, during the
period in which the organs of those faculties remained intact ; and
how far did such exercise facilitate her subsequent mental
development.

We should consider that during most of her early infancy the
system was frequently disturbed by disease ; that there were only a
few months during which the senses could have been in healthy
action ; and that this period was followed by painful and severe disorders
during two years. These disorders must have convulsed the system,
and perhaps weakened if not effaced the impressions received through
the senses, so that probably very little if any permanent impression
was made ; and when the child finally was restored to health of body,
she was as one born deaf, blind, and without smell. She certainly
was in this condition for all practical educational purposes. This con-
clusion is confirmed by the fact that after she acquired a knowledge of
arbitrary language, and was able to take such cognizance of her own men-
tal condition, as to be able to converse freely about it, she said she had no
recollections of sight or sound. She is probably right about this. No

* This Was literally the case. The eye-balls and contents of the ears were discharged by
suppuration.

LAURA BRIDGMAN. 385

examination lias yet shown that the impressions made upon her
organs of sight and hearing, awakened in her mind perceptions that
were persistent enough to modify permanently her conscious existence.

Such examination, if skillfully made, and aided by her desire to
ascertain the truth, would be more satisfactory than might at first
appear. Its value as a test will be seen, if we consider how important
a part in the development of the human mind is played by language,
and particularly by speech.

Language, whether in the earlier form of visible signs, or the later
one of audible sounds, or speech, is the natural result of man's per-
ceptions and sensations. He creates it in order to manifest outwardly
what he feels and thinks ; and the point is this, — that his language
may express less, but can not express more than he has felt or thought.
All languages indeed are imperfect ; and, even if they were to be so
far perfected to-day as to express all the fine modifications of thought
and feeling of which man is now capable, they would be imperfect
when his mental and moral capacities become more fully developed.
The English language is not the most subtle ever invented, yet, hav-
ing been built up gradually by beings with five senses, it contains a
multitude of expressions which are just as incomprehensible to beings
with only four senses, as a multitude of expressions in a language
built up by persons with six senses would be to us who have only five.

If a man, blind from birth, should pretend that he had possessed sight
during his early years, he might be detected by skillful examination
of his use of language. He might have learned as many tongues and
dialects as a Burritt or a Mezzofanti, and might know them better than
those polyglots, and yet be utterly unable to comprehend the meaning
and force of many forms of expression in his mother tongue, which
are familiar as household words, and as easily comprehended by all
who possess the sense which he lacks. What to him can be the
word-names of the concrete phenomena of colors, to say nothing of
their countless modifications, as in the autumn foliage, or the borealis,
where they appear and vanish as quickly as the emotions they excite
in us ? How much less could he understand that large class o£ ex-
pressions, partly metaphorical, founded upon visible appearances ; for
instance, " the blushing morn." Should he seek the meaning in his
own emotions, he would be wider of the mark than he might be by a
random guess ; for all he knows of the physical phenomena of a
blush is the tingling glow of blood in the cheeks, and "bloody
morn " would be quite as appropriate to him as " blushing morn."

These considerations will show that there are means of obtaining

evidence, at least of a negative kind, upon the question how far the
No. 11.— [Vol. IV., No. 2.]— 25.

386 LAURA BRIDGMAN.

exercise of the organs of sight and hearing, during a few months
of infancy, modified the psychological phenomena afterward exhibited
in Laura Bridgman's case. A metaphysical hair-splitter may say that,
because she once saw and heard, she is useless as an instance of what
would be the mental and moral condition of a person who had never
done so ; and he would so object, if she had used these senses only a
few moments, instead of a few months. But most people will proba-
bly think that for all practical purposes the exercise which she had in
the use of these senses was too small to have any practical and per-
manent effect upon her. All will admit, I think, that it must have
been so with regard to what is most important, to wit, the effect of
sensation upon the development of her moral nature.

Such considerations show, moreover, that the lack of one sense, as
of sight, makes it utterly impossible for a person to attain complete
knowledge of an extensive and subtle language like the English ; that
lack of hearing is a still greater obstacle, removing the sufferer still
further from human society ; and that the lack of both constitutes a gulf
so wide that, unless bridged over, he must be an idiot at least, in the sense
which the old Greeks attached to the word, I8iurv\s, — an utterly isolated
being. It was then not without reason that Blackstone laid it down
as a rule, that " a man is not an idiot if he have any glimmering of
reason, so that he can tell his parents, his age, or the like matters. But,
a man who is born deaf, dumb and blind, is looked upon by the law
as in the same state with an idiot ; he being supposed incapable of
any understanding, as wanting all those senses which furnish the
human mind with ideas."

It was not until she was full four years old that her health was so
far established that the physican could be dismissed. But the nurse,
could she ever be dismissed ? Could a child totally blind, utterly
deaf, completely dumb, and without any faculty of smell, — could
such a child, with only the general sense of feeling, be left alone
a moment? And how could she set about that apprenticeship
which all must serve before they become masters of their own limbs ?
These questions she soon solved by learning the geography of her
chamber, then feeling her way about the house, and exploring all the
recesses thereof.

Near by, there lived an odd, unyoked mortal, the "old bachelor;"
a genuine type of a class, one of which is to be found in almost
every neighborhood. He lived by himself, but occasionally went
round doing odd jobs for the farmers, partly to help them, partly to
turn an honest penny for himself. He was a rude, unlettered man ;
but his lonely self-reliance, and his entire independence of thought

LAURA BRIDGMAN. 387

and action, made him to be regarded as a sort of philosopher, with a
crack in his skull. He was rough in look, and rude in manner ; but,
little Laura found under the coarse bark a kind and warm heart,
which she contrived to touch, and from which there flowed toward
her, as long as it beat, a stream of love and kindness.

He became interested in the little deaf, dumb and blind child ; and, as
soon as she could walk out, he used to lead her off into the fields and
woods. They rambled about, hand in hand, and he contrived to in-
terest and amuse her for hours together, without wearying her. The
bare presence of one whose love she could feel by his gentle atten-
tions, would have been enough to make the child happy ; but, beside
this, the simple man contrived to teach her much in various ways.
She tells now, how he taught her the difference between land and wa-
ter, by leading her to the brook-side, and making her put her hand in
the running stream. She loved also to pick up stones, and throw
them in, amazed and pleased by feeling the returning splash of water.
The good man did not see how soon she would exhaust his resources.
He had not the slightest idea of the importance of having some regu-
lar system of signs, by which communication could be established
with her mind, and her growing thirst for knowledge supplied ; and
he scouted the notion of any body's being able to teach her more
than he could. She knew him from any body else ; and she knew
a cat from a dog, an apple from a stone, and he could teach her any
thing in the same way by which she had learned these things. He
looked with great disfavor, therefore, upon the project of her going to
school ; and after she went he long mourned her loss. When, at last, she
knew how to converse in English, and to write, he tried to be again use-
ful to her, and to guide her mind. He began a correspondence, and
sent her endless epistles, written in defiance of every rule and prece-
dent in orthography, etymology and syntax ; and containing the most
extraordinary rigmarole about all manner of things, but especially
about the vanity of book-learning. He was forced to grant, grum-
blingly, that something had been done for her in the way of instruc-
tion, but still he thought it a pity that she had been taken from him,
who could have done so much more. His love for her, however,
lasted to the end ; and the child proved a blessing to the old man ;
and not one of his little early kindnesses was lost. May the grass
grow green, and the birds sing blithely over thy grave, good Tenny,
Laura's first and most loving teacher.

The first knowledge I had of Laura's existence was from reading
an account of her case written by Dr. Mussey, then resident at Han-
over. It struck me at once that here was an opportunity of assisting

388 LAURA BRIDGMAN.

an unfortunate child, and, moreover, of deciding the question so often
asked, whether a blind-mute could be. taught to use an arbitrary lan-
guage. I had concluded, after closely watching Julia Brace, the well-
known blind-mute in the American Asylum, at Hartford, that the trial
should not be abandoned, though it had failed in her case, as well as
in all that had been recorded before. Julia had the advantage of a
fine organization, and had brought her senses of touch and smell to
a marvellous keenness. It was doubtful which of them served her
most. If the gloves of half a dozen persons were thrown into a hat,
she could select out and give to each his own, by smelling the hand,
and then smelling the gloves, until she perceived which one had the
same smell. This is a lower degree of power, indeed, than that pos-
sessed by some animals, but it is easy to understand how much the
exercise of this sense had helped, in countless ways to put her in
relation with the external world.

It was rather a discouragement, therefore, to find that Laura had
no sense of smell ; or, to be more precise, only the latent capacity for using
it ; the organ of that sense not having been destroyed by the disease, as
had those of sight and hearing. Julia Brace, like other blind-mutes,
made constant use of this sense, scenting every new thing, just as
some animals do, while Laura did not use it at all. I determined, how-
ever, to make an attempt to reach her mind through the one remaining
sense, especially as there was something about her which seemed to
give promise of her aiding the attempt as much as she could.

The loss of the eye-balls of course occasioned some deformity,
but otherwise she was a comely child. She had a good form
and regular features; but, what was of vastly more importance,
there were marks of fineness in her organization ; and the nervous
temperament predominated. This gave sensibility, activity, and,
of course, capacity.

I found that she had become familiar with much in the world about
her. She knew the form, weight, density and temperature of
things in the house. She used to follow her mother about, cling-
ing to her dress, and feeling her arms and hands when she was doing
any work. The faculty of imitation of course led her to strive to do
whatever she perceived others doing, whether she could understand
it or not.

She knew every one of the household, and seemed to be fond of
them. She loved to be noticed and caressed ; but, as she grew up out
of infancy into childhood, the necessity of greater means of mental
intercourse with others began to be painfully appareut. Endearments
and caresses suffice only for infants. As the brain and other parts of the

LAURA BR1DGMAN. 3Q9

nervous system were developed, there arose a necessity for the develop-
ment of the mental and moral capacities, of which the former are the
immediate organs. Her mind and spirit were as cruelly cramped by
her isolation as the foot of a Chinese girl is cramped by an iron
shoe. Growth would go on ; and without room to grow naturally,
deformity must follow. The child began to have a will of her
own. The means of communicating with her were so limited, that
she could only understand the pleasure and displeasure of others.
Patting her head signified approval, rubbing her hand disapproval ;
pushing her one way meant to go, and drawing her another to come.
There was nothing to reach the moral sense. The earliest exercise of
this must be to reverence something ; and all that Laura could re-
vere was strength. Then, when thwarted, she began to disregard
the will of her mother, and only yielded to the sign made by the
heavier hand of her father. This was not laid upon her in anger, but
its weight was not lightened, as was that of the mother by woman's
timidity. It said plainly, " I am mightier than thou," and she yielded.
This however could not have continued long without deplorable re-
sults. Laura's mother was discreet and kind, but so occupied by
household cares as to be unable to study her case, or give her special
attention.

It is often one of the parent's hardest lessons, to learn to yield up
timely and gracefully the authority which was once necessarily des-
potic, but which should soon become responsible, and soon afterward
be abdicated altogether. The inner man will not go long on all fours,
any more than will the outer man. It will get up, and insist upon
walking about. If it can not go openly and boldly, it will go slyly, and
this of course makes it cowardly. You may as well refuse to let out the
growing boy's trowsers, as refuse larger and larger liberty to his grow-
ing individuality. This however is too often done. Irreverence may^
perhaps, be too characteristic of the youth of our country ; but the
cause of it is not always early rational liberty. On the contrary,
there are many cases where that resistance to tyranny which is obe-
dience to God, might have saved children who were lost by resorting
to hypocrisy and cunning, rather than utterly yield what their in-
stincts told them it was wrong to yield, though dignified by the name
of filial duty.

To honor father and mother is a beautiful command ; but it may
sometimes be best kept by respectful determination to enjoy more and
more of that freedom of thought and action, which is as essential to
the healthy development of manly character as air and space are to
the healthy growth of muscle and limb. It is often difficult for the

3£0 LAURA BRIDGMAN.

parent to hit the right mean, and to give up authority just as fast as
the child can wield it, but no faster ; for there should not be any
interregnum.

It is easy to see that in the case of Laura, all these difficulties were
greatly increased ; and indeed, that they never would have been over-
come while she was limited in her communication with others to the
narrow sign language of the sense of touch. There could be little
appeal to her intellect, none to her moral sense. She had begun to
manifest a reluctance at yielding up her will to the will of others,
that would in all probability have grown with her growth and
strengthened with her strength. There was danger of the necessity
of a final resort to the ultima ratio of force, and this is usually
demoralizing to both parties.

It is true, hers was a woman's gentler nature ; but, to offset this,
it must be borne in mind, that nothing can compensate for want of
development of moral sense. That alone can properly regulate the
development of the animal nature. Laura had the capacity, it is
true, for becoming a gentle, docile woman ; but she had the liability,
also, of becoming a ferocious and unmanageable one.

Her parents, who were intelligent and most worthy persons, yielded
to my earnest solicitations, and Laura was brought to the Institution
for the Blind, in October, 1837, being then seven years old.

She seemed quite bewildered at first, but soon grew contented, and
began to explore her new dwelling. Her little hands were continually
stretched out, and her tiny fingers in constant motion, like the feelers
of an insect.

She was left for several days to form acquaintance with the little
blind girls, and to become familiar with her new home. Then the
attempt was made, systematically, ,to give her a knowledge of lan-
guage, by which, and by which only, she could ever attain to any
considerable development of intellect, or of affections.

One of two ways was to be adopted. The first and easiest was to
go on and build up a system of signs upon the basis of the natural
language which she had already begun to construct for herself. Every
deaf-mute does this. He makes signs for the things which he sees,
and he addresses these signs to the sense which he has in common
with you, that is, to your sight. He lifts his fingers to his mouth,
and makes the motion of putting something into it, to show you that
he is hungry or thirsty ; or, he holds up one, two or five fingers, when
he wants to express his motion of number. Hence, in old English,
" to five," was to count ; because, among unlettered people, counting
was done by five fingers. You see children using their fingers to aid

LAURA BRIDGMAN.

391

them in counting ; and many grown people have to use audible
sounds, or to count out loud, in order to aid the mental process which
can not go on without a sign.

Laura could not address any sign to the sight, because she had no
idea of visual appearances of things. She could, however, make a
sign for being hungry, another for being thirsty. She had several
signs of her own for several persons and things. It would have
been easy to go on and enlarge this list, and make it include all tan-
gible objects. But, of course, this plan would, have required a sign
for every object ; one for a pin, another for a needle, another for an
apple, and so on. She would, in this way, need as many hundreds
or thousands of signs as she had objects or thoughts to express by
them. Such a language could be taught easily, because she had
acquired its rudiments; but it would have been very rude and im-
perfect. It could hardly go beyond material existencies and tangible
qualities. When it came to be applied to abstract matters and moral
qualities, it would have been utterly at fault. The other plan was
to teach her a system of purely arbitrary signs, by combination
of which she could give names to any thing and every thing; that
is, the letters of the alphabet. For this she would only have to
learn twenty-six signs ; but, having learned them, she could express
countless modifications of thought by combining them in countless
ways.

The obvious difficulty in the way of this plan was to take the first
step. There Was no such difficulty in the plan of a natural language,
for in this the first step was already taken. For instance, her father's
whiskers made his face different from her mother's ; the sign there-
fore of drawing her hand down each of her cheeks would express
that she was thinking of her father ; and, by a natural mental process,
it would be made to signify men in general, as distinguished from
women. So a motion of her fingers like scratching with claws, would
signify a cat ; a motion of her two first fingers like cutting with
scissors, would signify her thought of that instrument, and the like ;
because there was, so to speak, in all these a tangible likeness. There
was some analogy between the thing and its sign ; hence such signs
were the rudiments of a natural language.

Words, however, though many of them may have originated in a sup-
posed resemblance between the thing and its name, as clang, bang, and
the like, have no such analogy. They are purely arbitrary. But Laura
could not hear the spoken word, or name of a thing, and she could
not see the visible sign of it, or the written word, and learn as deaf-
mutes learn ; consequently the only way was to make the word sign

392 LAURA BRIDGMAN.

tangible. But here the main difficulty met us ; and it was how to make
her understand the arbitrary analogy which we would establish be-
tween three, or four, or more letters, and the thing of which it is the
name.

That it was possible to do this, however, will be seen, when we con-
sider that however shorn of external organs of sense, the child was
not idiotic. She possessed therefore all the ordinary dispositions and
capacities innate in man. Among these is the disposition to attach
signs to thoughts, so as to manifest them outwardly ; that is, to use
language. The natural form of this manifestation is that of audible
signs, or spoken words ; speech not being an elected mode, but the
natural one. Where hearing is cut off, the child resorts to visible
language, or talks by signs ; if sight too is cut off, still the disposition
remains, and upon the faith of its being active in Laura, our hope of
teaching her to use language was founded.

I had to trust, however, to some chance effort of mine, causing
her to perceive the analogy between the signs which I gave her, and the
things for which they stood. The hope of success would have been assur-
ance, if I had had the benefit which the experiment with her gave,
or which better knowledge of the philosophy of the mind now gives.

It is just as much the natural tendency and disposition of man to
go on and build up a complex language of arbitrary signs, such as
we now use, as it is to take the first steps by making the natural
signs used by the lowest savage, or by the uninstructed deaf-mute.
That is, the later and higher stages of man's development are just as
natural as the early and low ones are.

However, it is better to leave these crude speculations, and to re-
late the facts. The first experiments were made by pasting upon sev-
eral common articles, such as keys, spoons, knives, and the like, little
paper labels, on which the name of the article had been printed in
raised letters. The child sat down with her teachers, and was easily
led to feel these labels, and examine them curiously. So keen was
the sense of touch in her tiny fingers, that she immediately perceived
that the crooked lines in the word key, differed as much in form from
the crooked lines in the word spoon, as one article differed from the
other.

Next, similar labels, on detached pieces of paper, were put into
her hands, and she now observed that the raised lines on these labels
resembled those pasted upon the articles. She showed her percep-
tion of this resemblance by placing the label with the word hey upon
the key, and the label spoon upon the spoon. A gentle pat of
approval upon her head was reward enough ; and she showed a

LAURA BRIDGMAN. 393

strong desire to continue the exercise, though utterly unconscious of its
purpose.

The same process was then repeated with a variety of articles in
common use, and she learned to match the label attached to each one
by a similar label selected from several on the table.

After continuing this exercise several days, with care not to weary
her, a new step was taken. Articles were placed upon the table with-
out having a label upon them, as a book, a knife, &c. The loose
printed labels, book, knife, <fec, were placed upon the articles until
she had felt them sufficiently, when they were taken off, and mingled
in a heap. She narrowly watched the process by feeling her teach-
er's hands, and soon learned to imitate it by finding out the label for
book, and placing it upon the volume; the same with the knife, &c.

This apparently was all done by mere memory and imitation, but
probably the natural tendency of the mind to associate things that
are proximate in space and time, was leading her to think of the la-
bel book as a sign for the volume. Let it be borne in mind, that the
four letters were to her, not as four separate signs, but the whole was
as one complex sign, made up of crooked lines.

The next step was to give a knowledge of the component parts of
the complex sign, book, for instance. This was done by cutting up
the label into four parts, each part having one letter upon it. These
were first arranged in order, b-o-o-k, until she had learned it well,
then mingled up together, then re-arranged, she feeling her teacher's
hand all the time, and eager to begin and try to solve a new step in
this strange puzzle.

Slowly and patiently, day after day, and week after week, exercises
like these went on ; as much time being spent at them as the child
could give without fatigue. Hitherto, there had been nothing very
encouraging ; not much more success than in teaching a very intelli-
gent dog a variety of tricks. But we were approaching the moment
when the thought would flash upon her that all these were efforts to
establish a means of communication between her thoughts and ours.

It was as though she were under water, and we on the surface
over her, unable to see her, but dropping a line, and moving it about
here and there, hoping it might touch her hand, so that she would
grasp it instinctively. At last it did touch her hand, and she did grasp
it ; and we pulled her up to the light ; or rather, she pulled herself up.

This exercise with the separate letters could not go on long, without
her perceiving that it presented a way by which she could make a
sign of what was in her own mind, and show it to another mind. At
last she did perceive it, and she grasped the end of the cord that

394 LAURA BRIDGMAN.

was thrown to her, and was drawn by it up and into human
association.

From this moment the way was plain and easy, and the success
certain ; for Laura perceived what was wanted, and worked most
eagerly and untiringly to aid us. The new exercise became delight-
ful, because more intelligible. She was even eager to arrange the
letters so as to express the names of whatever things she would lay
her hands upon.

In order to facilitate her progress, a set of types was procured, with
the letters in high relief upon their ends. Then a metal frame was
cast, and the surface perforated with square holes, into which the
types could be set, in such a way as to be in rows, and to have only
the letters upon their end felt above the surface. With this machine
she could arrange the letters which " spelt out " the name of any ar-
ticle ; she could have many rows of those names ; she could correct
any mistake in the spelling ; and could pursue her exercise until she
wished to take out the types and put in new ones.

Many weeks were passed in this exercise, when the attempt was made
to substitute her own fingers and hand for the cumbrous apparatus of
the types and metal board. The attempt was successful, and the
sucess was easily gained, because her mind had become very active,
and she made constant efforts to aid her teacher.

Acting still upon her disposition to associate things that were
placed in apposition, the teacher took a type which she had learned
to use, and of which she knew the form, though she could not know
that it was called a, and, holding it in one hand, made with the
fingers of the other hand the sign used in the deaf-mute language to
express the letter A. This was repeated over and over so often that
the child associated the sign upon the fingers with the sign upon the
end of the type ; and the one became a sign or name for the other.

Next, another letter was taken, say B, and the same process gone
over and over. Soon the child caught the idea that there were new
signs for things. When she had learned those on four types, these
were put together, and she was taught that four different positions
of the fingers, standing for four signs on the ends of the types,
would express a p p I e, in the same way she had been doing it by
the types.

The process was continued until she had learned all the letters of
the alphabet, and then of course she had the key to our language, and
every language whose written signs are Roman letters.

It will help the reader, in understanding this rather obscure de-
scription of a novel process, if he will bear in mind that it is not by

LAURA BRIDGMAN. 395

any means an essential way, perhaps not even the best way to teach
common children their letters in alphabetical order, — a, b, c, d, and
so on.

Thus far she had been learning only the names of things in com-
mon use. The noun was her only part of speech. The process of
teaching the other parts of speech, — the adjective, the verb, and the
like, were tedious, and the description would be more so, I fear.

A more difficult step was to teach the manner of using words expres-
sive of qualities. I began with words expressive of certain concrete
qualities, such as hard, heavy, smooth, rough, sweet, sour, (for her sense
of taste, though blunted, still distinguished sapid qualities,) and taught
her to apply them to objects, as smooth stone, rough stone, sweet
apple, sour apple, and the like. Now the transition from concrete
qualities to abstract ones is very natural and easy, not only in the
first steps, as from sweet apple — sour apple, to sweet temper — sour
temper, and the like, but also to terms of purer abstraction.

It would make this article a very long one to explain in detail all
the steps in the process of imparting to Laura a knowledge of lan-
guage, which was to be her instrument for breaking down the
obstacles in the way of her intellectual and moral development. It
would swell the article to a volume, if I should comment upon these
developments as they were successively made. I trust that what I
have written will explain the first steps in the process ; and they may
interest those engaged in instruction, not because they display any
ingenuity, but because they were simple, and, above all, successful.

I shall close by some extracts from a report of her case, written
about the end of the first year of her course of instruction, and others
of a later period.

"During the year, she has attained great dexterity in the use of the
manual alphabet of the deaf-mutes ; and she spells out the words
and sentences which she knows so fast and so deftly that only those
accustomed to this language can follow with the eye the rapid motions
of her fingers.

But, wonderful as is the rapidity with which she writes her thoughts
upon the air, still more so is the ease and accuracy with which she
reads the words thus written out by others, grasping their hands in
hers, and following every movement of their fingers, as letter after
letter conveys their meaning to her mind. It is in this way that she
converses with her blind playmates ; and nothing can more forcibly
show the power of mind in forcing matter to its purpose, than a
meeting between them ; for, if great talent and skill are necessary
for two actors to paint their thoughts and feelings by the movements

396 LAURA BRIDGMAN.

of the body and the expression of the countenance as in pantomime, how
much greater must be the difficulty when darkness shrouds them
both, and the one can hear no sound !

When Laura is walking through a passage-way, with her hands
spread before her, she knows instantly those whom she meets, and
passes them with a sign of recognition ; but, if it be a girl of her
own age, and especially if one of her favorites, there is instantly a
bright smile of recognition, — a twining of arms, — a grasping of hands,
and a swift telegraphing upon the tiny fingers, whose rapid evolu-
tions convey the thoughts and feelings from the outposts of one mind
to those of the other. There are questions and answers, — exchanges
of joy or sorrow ; there are kisses and caresses, — just as between little
children with all their senses."

During this year, and six months after she had left home, her
mother came to visit her ; and the scene of their meeting was an
interesting one.

The mother stood some time, gazing with overflowing eyes upon
her unfortunate child, who, all unconscious of her presence, was play-
ing about the room. Presently Laura ran against her, and at once
began feeling her hands, examining her dress, and trying to find
out if she knew her ; but, not succeeding in this, she turned away as
from a stranger, and the poor woman could not conceal the pang she
felt at finding that her beloved child did not know her.

She then gave Laura a string of beads which she used to wear at
home, and which were recognized by the child at once, who, with much
joy, put them around her neck, and sought me eagerly, to say she
understood the string was from her home.

The mother now tried to caress her child, but poor Laura repelled
her, preferring to be with her acquaintances.

Another article from home was now given her, and she began to
look much interested ; she examined the stranger more closely, and
gave me to understand that she knew she came from Hanover ; she
even endured her caresses, but would leave her with indifference at
the slightest signal. The distress of the mother was now painful to
behold ; for, although she had feared that she should not be recog-
nized, the painful reality of being treated as a stranger by a darling
child was too much for woman's nature to bear.

After a while, on the mother taking hold of her again, a vague
idea seemed to flit across Laura's mind that this could not be a
stranger ; she therefore very eagerly felt her hands, while her
countenance assumed an expression of intense interest. She became
very pale, and then suddenly red. Hope seemed struggling with doubt

LAURA BRIDGMAN. 397

and anxiety, and never were contending emotions more strongly de-
picted upon the human face. At this moment of painful uncertainty,
the mother drew her close to her side, and kissed her fondly, when at
once the truth flashed upon the child, and all mistrust and anxiety
disappeared from her face as, with an expression of exceeding joy, she
eagerly nestled to the bosom of her parent, and yielded herself to her
fond embraces.

After this, the beads were all unheeded; the playthings which
were offered to her were utterly disregarded ; her playmates, for whom
but a moment before she gladly left the stranger, now vainly strove to
pull her from her mother ; and though she yielded her usual instan-
taneous obedience to my signal to follow me, it was evidently with
painful reluctance. She clung close to me, as if bewildered and fear-
ful ; and when, after a moment, I took her to her mother, she sprang
to her arms, and clung to her with eager joy.

I had watched the whole scene with intense interest, being desirous
of learning from it all I could of the workings of her mind ; but I
now left them to indulge, unobserved, those delicious feelings which
those who have known a mother's love may conceive, but which can
not be expressed.

The subsequent parting between Laura and her mother, showed
alike the affection, the intelligence and the resolution of the child ;
and was thus noticed at the time :

" Laura accompanied her mother to the door, clinging close to her
all the way, until they arrived at the threshold, where she paused and
felt around, to ascertain who was near her. Perceiving the matron,
of whom she is very fond, she grasped her with one hand, holding
on convulsively to her mother with the other, and thus she stood for a
moment ; then she dropped her mother's hand, — put her handkerchief
to her eyes, and turning round, clung sobbing to the matron, while
her mother departed, with emotions as deep as those of her child."

At the end of the year 1839, after she had been twenty-eight
months under instruction, the following report was made of her case :

" The intellectual improvement of this interesting being, and the
progress she has made in expressing her ideas, are truly gratifying.

Having mastered the manual alphabet of the deaf-mutes, and
learned to spell readily the names of every thing within her reach,
she was then taught words expressive of positive qualities, as hard-
ness, softness ; and she readily learned to express the quality, by con-
necting the adjectives hard or soft with the substantive ; though she
generally followed what one would suppose to be the natural order in
the succession of ideas, by placing the substantive first.

398

LAURA BRIDGMAN.

It was found too difficult, however, then to make her understand
any general expression of quality, as hardness, softness, in the ab-
stract. Indeed, this is a process of mind most difficult for any
children, especially for deaf-mutes.

Next she was taught those expressions of relation to place which
she could understand. For instance, a ring was taken and placed on
a box, then the words were spelt to her, and she repeated them from
imitation. Then the ring was placed on a hat, and a sign given her
to spell ; she spelt, ring on box ; but, being checked, and the right
words given, she immediately began to exercise her judgment, and, as
usual, seemed intently thinking. Then the same was repeated with a
bag, a desk, and a great many other things, until at last she learned
that she must name the thing on which the article was resting.

Then the same article was put into the box, and the words ring in
box given to her. This puzzled her for many minutes, and she
made many mistakes : for instance, after she had learned to say cor-
rectly whether the ring was on or in a box, a drawer, a hat, a bucket,
<fcc, if she were asked, where is house, or matron, she would say, in
box. Cross-questioning, however, is seldom necessary to ascertain
whether she really understands the force of the words she is learning ;
for, when the true meaning dawns upon her mind, the light spreads
over her countenance.

In this case, the perception seemed instantaneous, and the natural
sign by which she expressed it was peculiar and striking : she spelt
o n, then laid one hand on the other ; then she spelt into, and
inclosed one hand within the other.

She easily acquired a knowledge and use of active verbs, especially
those expressive of tangible action ; as, to walk, to run, to sew, to
shake. \

At first, of course, no distinction could be made of mood and
tense ; she used the words in a general sense, and according to the
order of natural ideas. Thus, in asking some one to give her
bread, she would first use the word expressive of the leading idea,
and say, Bread, give, Laura. If she wanted water, she would say,
Water, drink, Laura.

Soon, however, she learned the use of the auxiliary verbs ; and the
difference between past, present and future tense. For instance, here
is an early sentence : Keller is sick ; when will Keller well. The use
of be she had not acquired.

Having acquired the use of substantives, adjectives, verbs, preposi-
tions and conjunctions, it was thought time to make the experiment
of trying to teach her to write, and to show her that she might
communicate her ideas to persons present.

LAURA BRIDGMAN. 399

It was amusing to witness the mute amazement with which she
submitted to the process, the docility with which she imitated every
motion, and the perseverance with which she moved her pencil over
and over again in the same track, until she could form the letter.
But, when, at last, the idea dawned upon her that by this mysterious
process, she could make other people understand what she thought,
her joy was boundless.

Never did a child apply more eagerly and joyfully to any task than
she did to this ; and in a few months she could make every letter dis-
tinctly, and separate words from each other ; and she actually wrote,
unaided, a legible letter to her mother, in which she expressed the
idea of her being well, and of her expectation of going home in a few
weeks. It was indeed a very rude and imperfect letter, couched in
the language which a prattling infant would use ; but still, it shad-
owed forth, and expressed to her mother, the ideas that were passing
in her own mind.

u She is familiar with the processes of addition and subtraction, in
small numbers. Subtraction of one number from another perplexed her
for a time ; but, by help of objects, she accomplished it. She can count,
and conceive objects, with probably just notions, to nearly one hun-
dred in number. To express an indefinitely great number, or more
than she can count, she says, hundred. If she thought a friend was
to be absent many years, she would say, — will come hundred Sun-
days ; meaning weeks. She is pretty accurate in measuring time, and
seems to have an intuitive tendency to do it. Unaided by the changes
of night and day, by the light, or the sound of any time-piece, she,
nevertheless, divides time pretty accurately."

With the days of the week, and the week itself, as a whole, she is
perfectly familiar. For instance, if asked what day will it be in fif-
teen days more, she readily names the day of the week. She divides
the day by the commencement and end of school, by the recesses,
and by the arrival of meal-times.

Those persons who hold that the capacity of perceiving and measur-
ing the lapse of time is an innate and distinct faculty of the mind
may deem it an important fact that Laura evidently can measure time
so accurately as to distinguish between a half and whole note of music.

Seated at the pianoforte, she will strike the notes, in a measure like
the following, quite correctly.

g=== f-9—f—f-\ J* I* f ~f~~*~f

Now, it will be perceived that she must have clear perception of

400 LAURA BRIDGMAN.

lapse of time, in order to strike the two-eighths at the right instant ;
for, in the first measure, they occur at the second beat ; in the second
measure, at the third beat.

Her judgment of distances, and of relations of place, is very accu-
rate. She will rise from her seat, go straight toward a door, put out
her hand just at the right time, and grasp the handle with precision."

These extracts from former Reports bring down the history of her
instruction to the commencement of the year 1840, when she had
been two years and two months under instruction.

She had attained, indeed, about the same command of language as
common children of three years old possess.

To set forth, in a satisfactory manner, the subsequent development
of her faculties, and to show her actual mental attainment and moral
condition, will require a separate article.

NOTE.

To readers of this article who have a taste for the philosophy of language,
I commend a paper in the " Smithsonian Contributions to Knowledge," by
Professor Lieber, entitled the " Yocal Sounds of Laura Brddgman, Compared
with the Elements of Phonetic Language ;" and is marked by the originality
and power so apparent in all the writings of that deep thinker.

BOOKS ON EDUCATION.

Reformatory Education, or Papers on Preventive, Cor-
rectional and Reformatory Institutions and Agencies for Juven-
ile Delinquency. By Henry Barnard, LL. D. Hartford, F. C.
Brownell. 1857. 360 pages. Price $1.25 ; five copies for $5.00

I. Historical Sketch of the Reformatory Movement, . 9

Public Charity, ....... 11

Agricultural Reform Schools, ..... 15

n. ITALY.

Charitable Institutions in Rome, ... .26

Reformatory Establishment of San Michele at Rome, 28

Juvenile Asylum of Tata Giovanni at Rome, . . 31

III. SWITZERLAND.

Pestalozzi's Educational Labors, .... 33

Fellenberg's Educational Establishment at Hofwyl, 55

Vehrli at Hofwyl and Kruitzlingen, . ... . 61

Reform School at Bachtelen, .... 69

Rural School at Cara, ...... 67

Seminary for Orphan and Destitute Children, at Bergen, 75

Rural School for Orphans at Trogen, ... 74

IV. PRUSSIA .79

Labors of Count Von der Recke at Dusselthal Abbey, . 79

Diaconnissen Anstalt, or at Kaisers werth, . 81

Co-operation of Women in Sanitary and Reformatory Movements, 89

V. WURTEMBERG. , 21

VI. HAMBURG.

John Henry Wichern and the Rauhe Haus, at Horn, . . 107
Reports on the Rauhe Haus : — by Edward Ducpetiaux, Inspec-
tor General of Prisons, and Institutions of Charity, Belgium; Rev.

Calvin E. Stowe ; Hon. Horace Mann, . . . 121

VII. FRANCE.

Abbe de la Salle and Institute of Christian Brothers, 135

Agricultural Colonies — by M Demetz, . . . 147

Patronage Societies — by M. Jules de Lamarque, . . 161

COLONIE AGRICOLE AT METTRAY.

Rise and Progress of, from the Annual Reports of 1837 to 1856, 167

Visits to, by M. Ducpetiaux, M. D. Hill, Mr. Coleman, Lord Leigh, 216

Establishment of St. Nicholas in Paris, . . . 237

Central Prison and Reform School at Gaillon in Normandy, 244

Reform School [Colonie Agricole et HorticoleJ of Petit-Bourg, 251

Reform School of Petit-Quevilly, .... 259

Rural Asylum at Cernay, ..... 257

VIII. BELGIUM.

Agricultural Reform School at Ruysselede, . . 261

IX. HOLLAND.

Prison for Juvenile Offenders at Rotterdam, .... 293
X. GREAT BRITAIN.

1. Philanthropic Society of London, from 1780 to 1849, . . 295

2. Red Hill Farm School from 1849 to 1856, . . . .298

3. Parkhurst Prison for Juvenile Criminals, . . . 303

4. Conferences on Reform Schools in Birmingham in 1851, . 307

5. Red Lodge Reformatory at Bristol, .... 327

6. Hardwicke Reformatory, ..... 331

7. Progress of Industrial, Ragged and Reformatory Schools, . 339

8. Reformatory Movement in Scotland, .... 343

9. Reformatory Movement in Ireland, .... 349

XL Characteristics of European Reformatory Movements,' . 351

XII. UNITED STATES.

Summary of Condition of Reformatory Schools, . •» 354

XIII. CATALOGUE of Publications on Juvenile Delinquency, . 355

XIV. INDEX.

BARNARD'S AMERICAN JOURNAL OF EDUCATION.

The American Journal op Education, for 1858, under the editorial charge of Henry
Barnard, LL. D., will be published by the undersigned* quarterly, viz., on the 15th of March, June,
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For a single number, 1.00

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Exchange Papers and Catalogues should be directed to Barnard's American Journal of Educa-
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All communications intended for, or relating to, the contents of the Journal, should be directed
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Volumes 1., II., III. and IV., can be had for $2.00 per volume, in numbers, or for $2.25, bound
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A circular, containing the Contents and Index of Volumes I., II., III. and IV., will be sent by mail
to any one making request for the same.

Postage. — To every subscriber, who will forward, ($3.25,) three dollars and twenty-five cents,
the Journal for 1858 will be sent, free of postage.

F. C. BROWNELL, Hartford, Conn.

NOTICES.

The American Journal op Education, as edited by Hon. Henry Barnard, is established to enter
on a range of discussion and investigation, much wider than that which examines simply the best
methods of imparting instruction to children ; and it will be the highest authority which this country
will have, as to systems tested abroad, or the improvements necessary at home.— North American Review.

Barnard's American Journal of Education for March, (1856,) presents a great variety of import-
ant articles, interesting not merely to professional instructors, but to all who take pleasure in studying
great questions of social advancement and prosperity. The Editor's name is too well known, throughout
this state, and throughout the country, by his speeches, publications and incessant labors for the advance-
ment of public education, to warrant any words of comment as to his peculiar fitness for the manage-
ment of such a periodical as that which he is publishing. He understands thoroughly the state of
instruction throughout the country, is equally well informed in reference to colleges and universities,
common schools and academies, ''ragged" and industrial schools, and every other subject which "educa-
tion" in its widest sense can comprehend; and, moreover, by an extensive personal acquaintance, not
only in this land, but in almost every country of Europe, he is able to collect the opinions and experience
of a great variety of distinguished educators.— New Haven, {Conn.,) Palladium.

Mr. Barnard's Journal occupies a broader field than the local school journals Its scope is more
comprehensive than any thing that has hitherto been attempted even in England, and we have no hesita-
tion in pronouncing the number before us (for March) a model specimen of what a first class educational
periodical should be. — Westjield, (Mass.,) News-Letter.

Every thing about the work is executed with the greatest fidelity. — Vermont Christian Messenger.

The American Journal of Education is distinguished for unusual ability, not only in the character
of the articles furnished, but by the skillfulnessof the editor's management in his own productions, and
the arrangement of the whole table of contents. — Wesleya?i, Syracuse, N Y.

We, in the South, have long wanted such a periodical as this. — Memphis, {Term ,) Daily News.

The first number of The American Journal of Education we received with unmingled pleasure,
save in the regret that England has as yet nothing in the same field worthy of comparison with it. —
Westminster Review for January, 1856.

Seldom have we welcomed with more cordial pleasure a new publication. Aside from his long expe-
rience, his intuitive perceptions of the wants of the age in this regard, the Editor always seemed to us to
possess a "gift" in the promotion of the great object in which he has labored so faithfully and so success-
fu 1 ly . — Knickerbocker.

This is a work which richly deserves a world-wide circulation. — The English Journal of Education.

It is the most comprehensive and instructive specimen of a periodical on the subject which we have
ever seen. — St. Louis, Western Watchman.

Barnard's Journal of Education, it may be very justly said, marks an era in this kind of literature.
Previous to this, we have not had our educational review or quarterly. We have had no work to
which we could turn for the able papers and lectures of the times, written upon this subject ; no repository
of general educational intelligence and statistics ; no regular contributions from some loyal master-spirit,
indited with the zeal attending a congenial pursuit, and evincing sound and discriminating views, based
upon experience. — Providence Post.

This magazine, devoted to the cause of education, in its highest and most complete significance, is
tdited and published by Henry Barnard, Hartford, Conn., and, apart from the great ability and intelli-
gence of its accomplished editor, lays under tribute many of the richest and profoundest intellects of the
age. There is no educational periodical in this country, and there never has been one, to equal or
approach it in point of philosophic vigor and fullness. — Louisville, (Ky.,) Journal.

It is decidedly, and in every respect, the best educational journal ever published in the United States.
Every man interested in the educational progress of the country should have it.— Springfield, (Mass.,}
&*piblican.

Cekrajiplj anh poneer.

SATURDAY^ JULY 26. 18G2.

CHKiSEA, MASS,

Miss Laura Bridgman, the celebrated deaf,
dumb, and blind girl, was baptized by immer-
sion at Hanover, N.H., a few days ago.

Office, No. 50 Bromfield Street.

BOSTON, SATURDAY, APRIL 20, 1867.

LAURA BRIDGMAN.

by n. a. ADAMS.

When Laura Bridgman was told of the misery and star-
vation which prevailed in Ireland, years ago, she expressed,
in her own silent yet eloquent manner, the deepest compas-
sion for the woes of that ill-fated country, and took delight
in making many pretty things, which, at her desire, were
sold for the benefit of those unhappy people. Some beau-
tiful lines were written on hearing that Laura so deeply com
passionated the distress of the suffering Irish, that she
gave, — as far as she. poor stricken thing ! was able, — all the
aid in her power for their relief.

Laura Bridgman ! wqrking, working,

With those fingers, which to thee
Organs of hearing — speaking;

Sightless Laura ! tell to me
What it is whereon thou workest

Hour by hour, and d<vy by day ;
With such earnest, fixed attention,

Bending over it alway ?

Hast thou found, poor sightless Laura,

Some fond lover on the sea,
For whose sake thou workest, workest?

Deaf and dumb thou though may'st be ;
Some electric touch may waken

Love, though e'en in breasts like thine,
Dead to all the outward senses,

Hope may there erect a shrine.

It may be a helpless mother

Looketh to thee for her bread ;
It may be an orphan brother

Must be taught, and clothed, and fed ;
Or perchance a sister, erring

From the paths of virtue, cries
Unto thee to save — sustain her,

And on thee for help relies ?

And methought the dumb girl answered—

Answered ! how? I'll tell thee how ;
With her every earnest gesture —

With her placid, thoughtful brow.
And I listened to the music

Of the heart so sweet and blind —
Listened, as it were, to breathings

From a brighter, better land.

"Not for poor and widowed mothor ;

Not for lover far away ;
Not for brother, not for sister,

.Virtuous nor gone astray ;
Do I sit thus lonely— working,

With my sightless eyes down bent,
*s to watch and count the stitches,

Emblems of the heart intent.

"There hath come a cry unto me,
Piercing through my closed ears ;
I have heard the sound of wailing,
I have seen a people's tears—

S"cn and heard and polcen comfort,
Though I'm blind, and deaf, and dumb ;

And I speak yet with those fingers
Working, working, till they're numb.

"Spirit hath communed with spirit,

Soul hath spoken unto soul,
Though between, the foaming waters

Of the wide Atlantic roll,
With the threo important senses —

Speech, and sight, and hearing dead ;
Yet I see the famine-stricken,

And 1 hear the cry for bread.

uAnd I answvr — dear as brothers,

Dear as sisters, parents, friends,
Are ye to the sightless maiden, —

And she freely, gladly fends
All the little she can earn ye,

All the little she can give,
Sends it with her prayers and blessings,

Hoping ye may eat and live."

[ Circular C. ]
A DICTIONARY OF

NEW HAMPSHIRE BIOGRAPHY.

[z^&i&ttgc, ^£f.^.^&<*™<*^.

You will perceive from the circulars herewith enclosed, that J
have undertaken to prepare a Dictionary of New Hampshire
Biography, which is to include the living, as well as the dead.

Desiring that your name should appear in it, and knowing that
none can give the facls of your history so well as yourself, / re-
specif ully solicit from you such an account of your life and services,
as will enable me to do justice to your name. You will confer a
favor by giving me the necessary information ut &m&\ ifif / desire to
have the work ready for the press at the earliest date consistent
with accuracy and completeness.

SILAS KETCHUM.

P. 0. Address,

Yours faithfully,

ittrz-tv-t

O^i^yJ^h

THE KIND OF FACTS WANTED.

In making up the record of any person, living or dead, it is de-
sirable to give fully and accurately the following facts : to wit,

i The Name, including all middle names, spelled out in full.

2 The name of Father and Mother, and any other facts of inter-
est concerning the Ancestry.

3 The place and date of birth ; and of decease, if dead.

4 The name of Wife (and whose daughter), date of marriage,
and the issue thereof.

5 Where educated, and date of graduation (if a. graduate.)

6 The profession or employment of Hfe, and the date of all con-
spicuous changes in it, as from one place to another, or one kind to
another.

7 What offices held, and date thereof, in town, city, state, na-
tional, military, naval, educational, scientific, masonic or church
affairs, or institutions.

8 A list of all works published, of which the party was the author,
with titles and dates of publication.

9 If parents, brothers, sisters, or children, have achieved distinc-
tion, state their names, and the how, what, when, and where of
such distinction.

10 Clergymen should give the date of their ordination ; the places
of their pastorates ; the date of entering and vacating each ; and
lists of all their published works.

Man in the pride of his reason, which is
by no means unerring, has long been ac-
customed to deny the possession of the
same faculty to all inferior animals. He
has, however, been graciously pleased to
allow that these animals possess something
else, which he calls instinct. This answers
almost as well as reason for guiding them
to the happiness and maintenance of their
lives and the propagation of their species.
Whatever be the exact difference between
reason and instinct (which has been rather
a puzzling matter for philosophers in all
ages), and however much or however little
of either faculty may be possessed by men
and animals, be the latter large as elephants,
eagles, and whales, or small as mice, butter-
flies, or animalculee, man clearly admits
that these creatures have a certain degree
of intelligence which is useful to them.
He will not, however, admit this to be
true in the case of plants and vegetables,
whether as regards reason, instinct, or any
minor degree of intelligence. The great
naturalist, Linnaeus, although he was the
first to declare that plants and flowers,
as well as animals, are male and female
— a discovery which one would suppose
might have led him to acknowledge sensa-
tion, if not intelligence, in these living
beings — says, in defining the differences
between the mineral, vegetable, and animal
kingdoms : " Minerals grow ; vegetables
grow and live; animals live, grow, and/eeZ."
In other words, he asserts that the mem-
bers of the vegetable world do not " feel."
Another and more recent definition sets forth

that " a plant is an organised being, uncon-
scious of its own existence, fed by inorganic
substances which it extracts from air or
water, according to laws independent of the
formulas of organic chemistry, by the help
of a faculty dependent on vital force."
Are these ideas just, and these definitions
correct ? I think not, and have been led
by observation to believe that plants are
conscious of their own existence ; and that
they are endowed, not only with feeling or
sensation, but with intelligence in such
degree as is sufficient to make life pleasant
to them, and enable them to take proper
measures for its preservation.

If the oyster fastened on the rock can
feel, why not the rose or the convolvulus,
or the great oak tree that is fast rooted in
the ground ? Of the glow of the sunshine,
or the freshness of the rain and the air,
are they not pleased recipients ? "Who
can tell ? Or who shall deny, and give
good reason for his incredulity? Who,
however learned he may be, can decide
where animal life ends, and where vegetable
life begins ? What, for instance, is a sponge ?
And if, as Linnaeus says, plants have no
feeling, what makes the mimosa, or sensitive
plant, shrink so timidly from the slightest
touch, and apparently with such pain or
terror from a ruder blow ? Whether I am
scientifically and philosophically right or
wrong, I take a pleasure in believing that

To everything that lives,
The kind Creator gives
Share of enjoyment :

and that the possession of life, in however
infinitesimal a degree, presupposes in its
possessor, whether animal or vegetable, a
faculty of sensation that administers to its
happiness, and that may consequently ad-
minister to its suffering. For, pleasure and
pain are twins, and the one is not attain-
able without liability to the other. The
idea is not new to poetry, though not ac-
cepted by science. It blooms and sparkles
in the graceful mythology of Greece, and
the somewhat less graceful mythology of
Rome; as all who remember the Dryads
and Hamadyrads ; the loves of Apollo for
Laura, Daphne, and Acantha ; or who at
school or college have pored over the meta-
phors of Ovid; will readily admit. The
Oriental poets of India and Persia delighted
to animate the flowers and trees, and, ac-
cording to Hafiz, the rose appreciates the
tender melodies of her lover the nightingale.
Greek superstition endowed the atropa man-
dragora with all the sensations of an animal,
and believed that it shrieked with pain when
its roots were wrested from the ground.

Science may laugh at all such notions,
but Science, though a very great and learned
lady, does not yet know everything. Her
elder sister, Poetry, often sees further and
deeper into things than she does. Did not
Shakespeare, in the Tempest, foreshadow the
possibility of the electric telegraph more
than two hundred years before Wheatstone ?
Did not Dr. Erasmus Darwin, long in ad-
vance of James Watt and Robert Stephen-
son, predict the steamship and the locomo-
tive engine? Did not-* Coleridge, in the
Ancient Mariner, explain the modus ope-
randi of the then unsuspected atmospheric
railway ?

On the question of the intelligence of
plants, *my convictions as well as my sym-
pathies go with the poets rather than with
the scientific men. I know that the trees
and the flowers, inasmuch as they live,
are my fellow-creatures, and are the chil-
dren of the same God as myself. Like
myself, they may be endowed with the
faculty, though possibly in a much fainter
degree than mine, of enjoying the world
in which His love and goodness have
placed both them and me. They breathe,
they perspire, they sleep, they feed them-
selves, and may be over-fed ; they are male
and female. If science admits all these
facts, how can it logically stop short at such
a definition as that of Linnasus, and deny
them sensation ? Darwin, in his philoso-
phical poem, the Botanic Garden (not
much read in the present day), fancifully
describes the loves of the flowers, and im-
agines, not perhaps wrongly, that love-
making may be as agreeable to them as it
is to higher organisations :

What beaux and beauties crowd the gaudy groves,
Ajad woo and win their vegetable loves !

Here snowdrops cold and blue-eyed harebells blend
Their tender tears as o'er the stream they bend ;
The love- sick violet and the primrose pale
Bow their sweet heads, and whisper to the gale ;
Witb secret sighs, the virgin lily droops,
And jealous cowslips hang their tawny cups ;
And the young rose, in beauty's damask pride,
Drinks the warm blushes of his bashful bride ;
With honey lips, enamoured woodbines meet,
Clasp with fond arms, and mix their kisses sweet.

This may be thought an idle dream,
unworthy of serious, or, more especially, of
scientific, consideration; while some very
matter-of-fact person may ask, how there
can be sensation without senses. It is true
that flowers have no organs of sight, or
hearing, or taste, or smell, which man can
discover ; but they may, nevertheless, pos-
sess a very delicate sense of touch. And
how much intelligence may display itself,
without any other sense than this, is
known to every one who has read the
remarkable story of Laura Bridgeman.

When she was four years old, this unhappy
person, after a long illness, was discovered
to have lost her eyes, her ears, her palate ;
every door of the inner spirit leading to the
outer world of life and humanity, save the
one door of touch. But through that door,
by the patient sagacity and untiring kind-
liness of Dr. Howe, of Boston, Massa-
chusetts, the resident physician of the
Blind Asylum to which she was consigned
as a patient of whom there was no hope,
she was enabled to communicate her wants,
her* wishes, her hopes, and her ideas, to her
fellow-creatures, and to share in the know-
ledge and civilisation of her time. Though
she can neither see nor hear, nor articulate,
she can talk with her hand, and she can
receive responses through the same me-
dium, and she can write. Though the
great world of sound and the joyous world
of music are as alien to her as invisible
planets on the uttermost verge of sidereal
space, yet, by means of the one sense merci-
fully left her she is able to distinguish her
friends and acquaintances the one from the
other, and to enjoy music, by means of the
vibration through her sensitive and deli-
cate nerves, of the rhythmic pulsations of
the air caused by the great organ in the
hall of the asylum. These throb through
her whole body, giving her a palpable
pleasure, possibly as great to her as that
which more fortunate persons can derive
from the sense of hearing. " Little chinks
let in much light," says the ancient pro-
verb ; and through the one little chink of
feeling, touch, or sensation, the intelligence
of Laura Bridgeman can both act and be
acted upon. And if it be granted that the

trees, the plants, and the flowers, possess
this one sense — and who can prove that
they do not ? — may we not reasonably
suppose that some degree of intelligence
and capacity for pleasure and pain go along
with it ?

Being a systematic man, though a very
busy one, I always find that I have time
to spare for my amusement. I also find
that my amusement often assumes the
shape of a new variety of work. In this
manner I have become a student of natural
history ; and whenever I walk in my garden,
through the green lanes and country roads,
over the meadow path, or through the woods
of England, or up the bens and down the
glens of Scotland, I always discover some-
thing to interest me in the phenomena of
Nature, animate and inanimate. I have
educated my eyes as well as my mind, in
remembrance of the sage maxim, "that in
every object there is inexhaustible meaning ;
and that the eye always sees what the eye

brings means of seeing." Last summer
in my garden, I made the acquaintance
of a very respectable, and as I found
reason to believe, a very intelligent plant,
and studied its growth and its move-
ments during two or three weeks. The
plant was Cucurbita ovifera, known to
market gardeners, cooks, and housekeepers,
as the vegetable marrow. This, like all of its
genus, will creep along the ground if it find
nothing up which it can climb ; but if there
be a tree, a branch, a pole, or a wall, within
easy reach, it will infallibly make its way
to it, and twine its tendrils round the most
available points of support. The vegetable
marrow, like the vine, the hop, the briojiy,
and all other varieties of the genus vitis —
to use the words of Barry Cornwall, ap-
plied to her more renowned sister the grape
vine:

A roamer is she

O'er wall and tree,

And sometimes very good company.

I noticed that this particular plant extended
its tendrils — let me call them for the nonce
its hands and fingers — outward, and away
from the trunk of a hazel, and from a box-
hedge of about seven feet high, and towards
a gravel path. It persevered in extending
itself in this direction for three days, after
I first began to take notice of it ; but on
the fourth morning I perceived that it had
changed the course which its tendrils were
pursuing, and had turned them in the con-
trary direction towards the box-hedge. In
two days more, it had securely fastened
itself to the hedge with its vagrant tendrils,
and put forth new shoots a short distance
higher up, with which also in due time
it enveloped the supporting tree, which,
for the first portion of its life, it had
sought in the wrong direction. Another
marrow, further removed from all support,
had also put forth its feelers towards the
gravel path; but finding nothing to lay
hold of, turned them back in a similar
manner ; but like the first one, only to meet
with a disappointment. The marrow, how-
ever, made the best of unfavourable cir-
cumstances, as a wise man or a wise plant
should do, and meeting with the tendrils
of a sister or a brother marrow engaged in
the like pursuit of a prop, under difficulties,
they both resolved apparently that, as union
was strength, they would twist around each
other. And they did so. After they had
been intertwined for a day, I deliberately
and very tenderly untwisted them, with
such care as not to injure the delicate
tendrils, and laid them apart on the ground.
In less than twenty-four hours, they had
found each other out again, and twisted

their slender cords together in a loving, or
a friendly, or at least a mutually support-
ing, union. Much interested in these en-
terprising marrows, I tried some experi-
ments with another climbing plant, the
scarlet- runner. I untwisted one that had
grown to the height of about a foot up the
pole which had been placed for its recep-
tion, and twisted it carefully round another
pole, which I stuck into the ground at
a distance of about an inch from the old
The scarlet-runner, however, had a

one.

will of its own, and would not cling to the
new pole, unless I would tie it, which would
have ruined the experiment. I therefore
left the plant to itself to do as it pleased ;
and two days afterwards I found it on
its original pole, twined securely around
it. I repeated this experiment several times
afterwards, with briony and hop, and
always discovered that the only means to
make a creeper creep, or a climber climb,
in a direction different from that which it
had already taken, was to tie or fasten it ;
if left freely to itself, it persisted in carry-
ing out its original intention. Is this
intelligence or instinct; or is it merely
mechanical action ? During the same
season, I had occasion to remark that
several climbing roses in front of my cot-
tage seemed sickly. On investigating the
cause of their ill health, I discoverd that
the soil in which they grew was very poor,
and consisted merely of a thin layer of
earth, over the chalk ; that their roots had

reached the chalk, and could not penetrate
it ; and that they had declined in strength
for want of proper nourishment. I had a
pit dug, about three feet deep, all along the
front where the roses grew ; and I filled it
up with new soil, manure, and rotted leaves,
in which they have since thriven remarkably
well. A healthy and luxuriant honeysuckle
growing amid these roses, which clambers
oyer my cottage porch, was at the same
time laid bare to the roots. I found that the
honeysuckle had been wiser than the roses,
and; instead of pushing its roots vertically
downward to the barren chalk, had ex-
tended them horizontally through the thin
layer of earth, immediately under the sod,
to the distance of no less than .eight feet
from the stem. Was this instinct or in-
telligence? Or was it blind mechanical
force ? My opinion is, that it was intelli-
gence, and the adaptation of means to ends
by a will that might have acted otherwise.
Every plant growing in a darkened room,
bends itself to the chance light that may
happen to penetrate through a hole or a
chink ; every such plant overshadowed by
trees of larger growth, endeavours to stretch

itself beyond their influence. Is this in-
stinct, intelligence, or mechanical force ? I
confess my inability to decide ; I doubt the
ability of any one else to settle the question ;
and, taking refuge in the idea that every
manifestation of Grod's power and love is il-
limitable, and may be infinitely small as well
as infinitely great, I come to the conclusion
that there is no life upon this globe, how-
ever humble, which is so wholly unintel-
ligent as to be helpless for its own suste-
nance and preservation ; or unendowed
with the capacity of joy or sorrow.

LAURA BRIDGIAN.

EXTRACTS

FROM THE

REPORTS OF DR. S. G. HOWE.

BOSTON :

REPRINTED AT SOUTH BOSTON INQUIRER OFFICE.
1873.

LAURA BRIDGMAN.

Extract from Dr. Howe's Beport for the year 1840.

There is one whose situation is so peculiar, and whose case is so
interesting in a philosophical point of view, that we cannot forbear
making particular mention of it; we allude to Laura Bridgman, the
deaf, dumb, and blind girl, mentioned in the two last Reports.

The intellectual improvement of this interesting being, and the
progress she has made in expressing her ideas is truly gratifying.

She uses the manual alphabet of the deaf mutes, with great facility
and great rapidity ; she has increased her vocabulary so as to compre-
hend the names of all common objects; she uses adjectives expressive
of positive qualities, sueh as hard, soft, sweet, sour, &c. ; verbs ex-
pressive of action, as give, take, ride, run, &c, in the present, past,
and future tense ; she connects adjectives with nouns to express their
qualities ; she introduces verbs into sentences and connects them by
conjunctions; for instance, a gentleman having given her an apple,
she said man give Laura sweet apple.

She can count to high numbers ; she can add and subtract small
numbers.

But the most gratifying acquirement which she has made, and the
one which has given her the most delight, is the power of writing a
legibly hand, and expressing her thoughts upon paper ; she writes with
a pencil in a grooved line, and makes her letters clear and distinct.

She was sadly puzzled at first to know the meaning of the process
to which she was subjected, but when the idea dawned upon her mind,
that by means of it she could convey intelligence to her mother, her
delight was unbounded. She applied herself with great diligence,
and in a few months actually wrote a legible letter to her mother, in
which she conveyed information of her being well, and of her coming
home in ten weeks. It was indeed only the skeleton of a letter, but
still it expressed in legible characters, a vague outline of the ideas
which were passing in her mind. She was very impatient to have
the man carry this letter, for she supposed that the utmost limit of the
Post Office Department was to employ a man to run backward and
forward between our Institution and the different towns where the
pupils live, to fetch and carry letters. We subjoin to this Report an
exact fac simile of Laura's writing, observing that she was not prompt-
ed to the matter, and that her hand was not held in the execution ;
the matter is quite original, and the chirography is entirely her own.

She has improved very much in personal appearance as well as in
intellect; her countenance beams with intelligence; she is always

active at study, work, or play ; she never repines and most of the
time is gay and frolicksome.

She is now very expert with her needle, she knits very easily, and
can make twine bags and various fancy articles, very prettily. She is
yery docile, has a quick sense of propriety, dresses herself with £r«at
neatness, and is always correct in her deportment. In short, it would
be difficult to find a child in the possession of all her senses, and the
enjoyment of the advantages that wealth and parental love can be-
stow, who is more contented and cheerful, or to whom existence
seems a greater blessing than it does to this bereaved creature, for
whom the sun has no light, the air no sound, and the flowers no
color or smell.

For the method of teaching her, and for further particulars of her
case, we refer you to Appendix B.

APPENDIX B.

The account given in the Roport of Laura Bridgman, though suffi-
ciently minute for conveying an idea of her situation and acquirements,
is not sufficiently so for those who regard her case as interesting and
important in a ps3'chological point of view.

Such persons are assured that careful observations continue to be
made, with a view to ascertaining the order of developements and the
peculiar character of her intellectual faculties. The result will pro-
bably be made public, mean time, the following general observations,
added to those in the last Reports, will serve to make out a general
continuous history of the case.

Having mastered the manual alphabet of the deaf mutes, and
learned to spell readily the names of every thing within her reach,
she was then taught words expressive of positive qualities, as hard-
ness, softness ; and she readily learned to express the quality, by con-
necting the adjective hard on soft with the substantive; though she
generally followed what one would suppose to be the natural order in
the succession of ideas, placing the substantive first.

It was found too difficult, however, then to make her understand
any general expression of quality, as hardness, softness in the ab-
stract. Indeed, this is a process of mind most difficult of performance
to any, especially to deaf mutes.

One of her earliest sentences after learning the adjectives was this —
she had found the matron ill, and understood that her head pained
her. so she said, "Smith head sick — Laura sorry.''''

Next she was put to the positive expression of relation to place,
which she could understand. For instance, a ring was taken and
placed on a box, then the words were spelt to her, and she repeated
them from imitation. Then the ring was placed on a hat, and a sign
given her to spell, she spelt, ring on box — but being checked, and the
right words eiven, she immediately began to exercise her judgment,
and, as usual, seemed intently thinking. Then the same was repeated
with a bag, a desk, and a great many other things, until at last, she
learned that she must name the thing on which the article was.

Then the same article was put into the box, and the words ring in
box given her — this puzzled her for many minutes, and she would
make mistakes ; — for instance, after she had learned to say cor-
rectly whether the ring was on or in a box, a drawer, a hat,
a bucket, &c, if she were asked where is house, or matron, she
would say in box. Cross questioning, however, is seldom necessary
to ascertain whether she really understands the force of the words she
is learning; — for when the true meaning dawns upon her mind, the
light spreads to her countenance.

In this case the perception seemed instantaneous, and the natural
sign by which she expressed it was peculiar and striking : she spelt o
n. then laid one hand on the other ; then she spelt, into, and enclos-
ed one hand within the other.

Some idea of the difficulty of teaching her common expressions, or
the meaning of them, may be found from the fact that a lesson of two
hours upon the words right and left was deemed very profitable, if she
in that time really mastered the idea.

No definite course of instruction can be marked out, for her inquis-
itiveness-is so great, that she is very much disconcerted if any question
which occurs to her is deferred until the lesson is over. It is deemed
best to gratify her, if her inquiry has any bearing on the lesson; and
often she leads her teacher far away from the objects he commenced
with.

For instance picking up a nail in one of her lessons she instantly
asked its name, and it being spelt, she was dissatisfied, and thought
the teacher had made a mistake, for she knew nail stood for her lin-
ger nail, and she was very anxious to go to head quarters, to be sure
the teacher was right.

She often asks questions which unfortunateh" cannot be satisfacto-
rily answered to her, for it is painful to excite such a vivid curiosity as
now exists in her mind, and then baulk it. For instance, she once
asked with much eagerness why one arrangement of letters was not
as good as another to express the name of a thing; as why tac
should not express the idea of the animal, as well as c a t. This she
expressed partly by signs, and partly by words, but her meaning was
perfectly clear; she was puzzled and wished an explanation.,

An extract from the diary kept by her instructer, will give an idea
of her manner of questioning.

December 3.

"Spent one hour in giving Laura an idea of the meaning of the
words left and right. She readily conceived that left hand, meant her
left hand, but with difficulty generalized the term. At last however
she caught the idea, and eagerly spelt the name of her arms, hands,
fingers, feet, ears, &c, as they wen; touched, and named them, right
or left, as might be; suddenly pausing h< wever, and looking puzzfed.
she put her finger on her nose, and asked if that were left or right ;
thus she continually puzzles one; but such is her eagerness to find out
one's meaning, such a zealous co-operation is there on her part, that
it is a delightful task to teach her."

"Uses today freely the prepositions in and on : she says teacher sit-
ting in sofa : — do not dare to correct her in such cases of anomalous
usage of the preposition, but prefer to let her be in error, than shake
her faith in a rule given : the corrections must be made by and by :
the sofa having sides, she naturally says iw."

In her eagerness to advance her knowledge of words and to com-
municate her ideas she coins words, and is always guided by analogy,
Sometimes her process of word-making is very interesting; for instance,
after some time spent in giving her an idea of the abstract meaning of
alone, she seemed to obtain it, and understanding that being by one's
self was to be alone, or alone. She was told to go to her chamber, or
school, or elsewhere and return alone; she did so, but soon after,
wishing to go with one of the little girls, she strove to express her
meaning thus, Laura go al-two.

The same eagerness is manifested In her attempts to define for the
purpose of classification : for instance, some one giving her the word
bachelor she came to her teacher for a definition, she was taught that
men who had wives were husbands, those who had none, bachelors;
when asked if she understood she said '''man no have wife-bachelor —
Tenny bachelor: referring to an old friend of her. Being told to de-
fine bachelor, she said "''bachelor, no have wife, and smoke pipe." Thus
she considered theindividual peculiarity of smoking in one person, as a
specific mark of the species bachelor.

Then in order to test her knowledge of the word, it was said by her
teacher Tenny has got no wife, what is 'Jenny?

She paused, and then said, Tenny is wrong /

The word widow being: explained to her, a woman whose husband
is dead, and she being called upon to define she said, '"widow is woman,
man dead, and cold" and eked out her meaning, by sinking down, and
dropping her hand, to signify in the ground.

• The two last words she added herself, they not having been in the
definition : but she instantty associates the idea of coldness and burial
with death.

Her having acquired any idea of death was not by the wish of her
teacher, it having been his intention to reserve the subject until such a
developement of her reason should be attained as would enable him
to give a correct idea of it-
He hopes still, by aid of the analogy of the germination and growth
of plants, to give her a consoling hope of resurrection, to counter-
balance the almost instinctive dread of death.

She had touched a dead body before she came to the Institution.

She easily acquired a knowledge and use of active verbs, especially
those expressive of tangible action, as to walk, to run, to sew, to
shake.

At first, of course, no distinction Could be made of mood and tense,
she used the words in a general sense, and according to the order of
her sense of ideas; thus, in asking some one to give her bread, she
would first Use the word expressive of the leading idea, and say
"Laura, bread, give.'''' If she wanted water she would say water ,
drink, Laura.

Soon, however, she learned the use of the auxiliary verbs, of the
difference of the past, present and future tense; for instancevhere is
an early sentence, Keller is sick — when will Keller well ; the use of be
she had not acquired.

Having acquired the use of substantives, adjectives, verbs, prepos-
itions and conjunctions, it was deemed time to make the experiment of
trying to teach her to write, and to show her that she might communi-
cate her ideas to persons not in contact with her.

It was amusing to witness the mute amazement with which she sub-
mitted to the process, the docility with which she imitated every motion,
and the perseverance with which she moved her pencil over and over
again in the same track, until she could form the letter. But when at last
the idea dawned upon her, that by this mysterious process she could
make other people understand what she thought, her joy was bound-
less.

Never did a child apply more eagerly and joyfully to any task than
she did to this, and in a few months she could make every letter dis-
tinctly, and separate words from each other.

The following anecdote will give an idea of her fondness for teas-
ing, or innocent fun or mischief. Her teacher looking one day unob-
served into the girls' play room, saw three blind girls playing with the
rockinghorse. Laura was on the crupper, another in the saddle, and
a third clinging on the neck, and they were all in high glee, swinging
backward and forward as far as the rockers would roll. There was a
peculiarly arch look in Laura's countenance — the natural language of
sly fun. She seemed prepared to give a spring, and suddenly when
her end was lowest, and the others were perched high in the air, she
sidled quickly off on to the floor, and down went the other end so
swiftly as to throw the girls oft the horse.

This Laura evidently expected, for she stood a moment convulsed
with laughter, then ran eagerly forward with outstretched hands to
find the girls, almost screamed with joy. As soon, however, as she
got hold of one of them, she perceived that she was hurt, and in-

stantly her countenance changed, she seemed shocked and grieved, and
after caressing and comforting her playmate, she found the other, and
seemed to apologise by spelling the word—wrong, and caressing her.

When she can puzzle her teacher she is pleased and often purposelv
spells a word wrong with a playful look; and if she catch her teacher
in a mistake, she bursts into an ecstacy of laughter.

Wh' n her teacher had been at work giving her an idea of the words
carpenter, chair maker, painter, &c, in a generic sense, and told her
that blacksmith made nails, she instantly held up her fingers and
asked if blacksmith made tr^em, though she knew well he did not.

With little gills of her own age she is full of frolic and fun, and no
one enjoys a game at romps more than Laura.

She has the same fondness for a dress, for ribbons, and for finery as
other girls of her age, and as a proof that it arises from the same am-
iable desire of pleasing others, it may be remarked that whenever she
has a new bonnet or any new article of dress, she is particularly de-
sirous to go to meeting, or to go out with it. If people do not notice
it, she directs their attention by placing their hand upon it.

Generally she indicates her preference for such visitors as are the
best dressed.

She is so much in company with blind persons that she thinks
blindness common, and when first meeting a person she asks if they
are blind, or she feels of their eyes.

She evidently knows that the blind differ from seeing persons, for
when she shows blind persons any thing she always puts their fingers
on it.

She seems to have a perception of character, and to have no es-
teem for those who have little intellect. The following anecdote is
significant of her perception of character, and shews that from her
triends she requires something more than good-natured indulgence.

A new scholar entered school — a little girl about Laura's age. She
was very helpless, and Laura took great pride and great pains in
showing her the way about the house, assisting her to dress and un-
dress, and doing for her many things which she could not do for her-
self.

In a few weeks it began to be apparent even to Laura, that the
child was not only helpless but naturally very stupid, being almost an
idiot. Then Laura gave her up in despair and avoided her, and has
ever since had an aversion to being with her, passing her by as if in
contempt. By a natural association of ideas she attributes to this
child all those countless deeds which Mr. Nobody does in every house
— if a chair is broken, or any thing misplaced and no one knows who
did it, Laura attributes it at once to this child.

It has been observed before that she is familiar with the processes of
addition and subtraction in small numbers. Subtracting one number
from another puzzled her for a time, but by help of objects she ac-
complished it. She can count and conceive objects to about one hun-
dred in number — to express an indefinitely great number, or more
than she can count she says, hundred. If she thought a friend was to
be absent many years she would say — will come hundred Sundays —
meaning weeks. She is pretty accurate in measuring time, and
seems to have an intuitive tendency to do it. Unaided by the changes
of night and day, by the light, or the sound of airy timepiece, she nev-
ertheless divides time accurately.

With the days of the week, and the week itself as a whole she is per-
fectly familiar ; for instance, if asked her what day will it be in fifteen
days more, she readily names the day of the week. The day she di-

vides by the commencement and end of school, by the recesses, and
by the arrival of meal-times.

She goes to bed punctually at seven o'clock, and of her own accord.
For some time after she came under our charge she had some one to
put her to bed every night; but soon it was thought best to send her
alone, and that she might not wait for any one, she was left alone one
evening and she sat until quite late, a person watching her: and at
last she seemed to form her resolution suddenly — she jumped up and
groped her way up to bed. From that time to this she has never re-
quired to be told to go to bed , but at the arrival of the hour lor retir-
ing, she goes by herself.

Those persons who hold that the capacity of perceiving and meas-
uring the lapse of time is an innate and distinct faculty of the mind,
may deem it an important fact that Laura evidently can measure time
so accurately as to distinguish between a half and whole note of mu-
sic.

Seated at the pianoforte she will strike the notes in a measure like
the following, quite correctly. •

& & _ at . m f

P & tx

9 at &

■ -w

Now it will be perceived that she must have clear perception of
lapse of time in order to strike the two eighths at the right instant, for
in the first measure they occur at the second beat, in the second meas-
ure at the third beat.

There is no doubt that practice will enable her to sub-divide time
still more minutely. Possibly some attach an undue degree of impor-
tance to this power of measuring time, considered in a metaphysical
point of view, for any one may make the same experiment upon him-
self, and by stopping his ears and closing his eyes, will find he can
measure time, or the duration of Ms sensation, and know which of two
periods is longest; nevertheless we shall continue carefully to note the
phenomena in the case of Laura for the benefit of whom they may
concern.

It is intereresting in a physiological point of view to know the effect
of the deprivation of three senses upon the remaining two.

The sense of smell being destroyed, it seems a curious question
whether the effect upon the organ of taste is general or particular.
That is, whether the taste is blunted generally, and for all things alike,
or whether one kind of sapidity is more effected than another; to as-
certain this some experiments have been tried but as yet not enough to
enable one to state confidently the results in minute distinction. The
general conclusions are these.

Acids seem to make vivid and distinct impression upon the taste,
and she apparently distinguishes the different degrees of acidity, bet-
ter than of sweetness or bitterness. She can distinguish between wine,
cider and vinegar, better than substances like manna, liquorice and
sugar. Of bitters she seems to have less perception or indeed hardly
any, for on putting powdered rhubarb into her mouth she called it tea,
and on one saying no, and telling her to taste close, she evidently did
try to taste it but still called it tea, and spit it out — but without any
contortion or any indication of its being particularly disagreeable.

Of course she has a repugnance to these kind of experiments, and it
seems almost imposing upon her good-nature to push them very far;

we shall however be soon able to ascertain certainly how far she can
distinguish different sapid bodies. Those who are curious in the phy-
siology of the taste know that the highest degree of gusto, or the acme
of pleasure, is not obtained until just as the morsel has slipped over
the glottis, and is on its way beyond power of recall down the oesoph-
agus. This seems to be a wise precaution of nature to prevent the
stomach being cheated of its due, lor if the highest degree in pleasure
of eating could be obtained without absolutely swallowing the morsel
— the epicure could have an exhaustless source of pleasure and need
never degenerate into the gourmand.

Some physiologists who have speculated upon this subject, consider
that this final climax of the pleasure of taste is produced by a fine
aroma which rising from the morsel, and mounting up the fauces pleas-
antly titilates the ramifications of the olfactory nerve. The fact that
when we have a cold in the head, and the fauces are obstructed, the
taste blunted seems to bear out this supposition ; but from some obser-
vations in Laura, one would be inclined to think that some other cause
must contribute to the effect.

She appears to care less for the process of mastication than degluti-
tion ; and probably it is only the necessity of mechanical trituration
of food, which induces her to go through 'with it, before hastening to
the pleasant part of swallowing. Now as the imperfection of smell
impairs the taste in the tongue and palate during mastication, it should
have the same effect in deglutition, supposing this theory to be correct;
but it seems not to be so — else Laura would have little inducement to
swallow — save to fill a vacuity of stomach. Now it seems doubt-
ful whether the feeling of vacuity of stomach, strictly speaking, would
show a child the road for the food, or whether it would not be as likely
to stuff bread into its ear, as into its mouth — if it had no pleasurable
sensation in tasting ; and further, if the pleasurable sensation did not
increase and tempt to deglutition, it is doubtful whether hunger or vacu-
ity of stomach alon% would teach a child to swallow the chewed
morsel.

On the whole she seems to care less for eating than most children of
her age.

With regard to the sense of touch it is very acute — even for a blind
person. It is shown remarkably in the readiness with which she dis-
tinguishes persons ; there are forty inmates in the female wing, with
all of whom of course Laura is acquainted ; whenever she is walking
through the passage-ways, she perceives by the jar of the floor, or the
agitation of the air, that some one is near her, and it is exceedingly
difficult to pass her without being recognized. Her little arms are
stretched out, and the instant she grasps a hand, a sleeve, or even part
of the dress, she knows the person and lets them pass on with some
sign of recognition.

The innate desire for knowledge, and the instinctive efforts which
the human faculties make to exercise their functions is shown most
remarkably in Laura. Her tiny fingers are to her as eyes, and ears,
and nose, and most deftly and incessantly does she keep them in mo-
tion ; like the feelers of some insects which are continually agitated,
and which touch every grain of sand in the path, so Laura's arms and
hands are continually in play ; and when she is walking with a person
she not only recognizes everything she passes within touching distance,
but by continually touching her companion's hands she ascertains
what he is doing. A person walking across a room while she had
hold on his left arm, would find it hard to take a pencil out of his
waistcoat pocket with his right hand, without her perceiving it.

Her judgment of distances and of relations of place is very accurate ;
she will rise from her seat, go straight towards a door, put out her
hand just at the right time, and grasp the handle with precision.

When she runs against a door which is shut, but which she expected
to find open, she does not fret, but rubs her head and laughs, as though
she perceived the ludicrous position of a person flat against a door
trying to walk through it.

The constant and tireless exercise of her feelers gives her a very ac-
curate knowledge of everything about the house ; so that if a new
article, a bundle, bandbox or even a new book is laid anywhere in the
apartments which she frequents, it would be but a short time before in
her ceaseless rounds she would find it, and from something about it
she would generally discover to whom it belonged. u

She perceives the approach of persons by the undulations of the air
striking her face ; and she can distinguish the step of those who tread
hard, and jar the floor.

At table, if told to be still, she sits and conducts herself with pro-
priety; handles her cup, spoon, and fork, like other children; so that
a stranger looking at her would take her for a very pretty child with a
green ribbon over her eyes.

But when at liberty to do as she chooses, she is continually feeling
of things, and ascertaining their size, shape, density, and use — asking
their names and their purposes, going on with insatiable curiosity,
step by step, towards knowledge.

Thus doth her active mind, though all silent and darkling: within,
commune by means of her one sense with things external, and gratify
its innate craving for knowledge by close and ceaseless attention.

Qualities and appearances, unappreciable or unheeded by others,
are to her of great significance and value ; and by means of these her
knowledge of external nature and physical relations will in time be-
come extensive.

If the same success shall attend the cultivation of her moral nature,
as has followed that of her intellect and her perceptive faculties, great
will be the reward to her, and most interesting will be the results to
others.

LAURA BRIDGMAN

LATEST PARTICULARS

OF THE

HISTORY OF LAURA BRIDGMAN

COMPILED CHIEFLY FROM THE LAST

REPORT OF THE LATE DR S. G. HOWE,

DIRECTOR OF THE BOSTON INSTITUTION FOR THE BLIND.

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EDINBUKGH:
PRINTED BY KEILL AND COMPANY.

1877.

" It is a curious case, this of Laura's — A poor blind and deaf girl,
of humble history and humbler hopes, — unconscious of being the object of
special regard, and yet every act and word carefully noted doivn, and more
eagerly looked for by thousands in various parts of the world than those of
purple-born princesses ! and yet it may not be a solitary case. It may be
that each one of us is watched over with tender interest by guardian spirits; —
that ' all our faults are observed, conned, and scanned by rote, and set in a
book,} not, perhaps, i to be cast in our teeth,1 but to serve the great purposes of
truth and good.

" Could Laura be suddenly restored to her senses, and clothed with our
faculties and intellect, which so far transcend hers, she would stand amazed
to find herself the centre of so much observation; she would fearfully and
anxiously look back to recall all her past thoughts and deeds, and, perhaps,
painfully repent that some of them had not been better. So it may be with
us when the clog of the flesh shall be removed from those faculties and powers
that so far transcend those of the body. We may find that what we whispered
in secret was heard through the universe, — what we did in the darkness icas
seen as at noonday. But it is better for her and for us that it should be as it
is — that we should shun the wrong, not because others may punish us, and do
the right, not because others may reward us, but because the one is good and
the other is bad." — Dr Howe's remarks on the operation of a conscience in
Laura.

PEEFATOKY NOTE.

The object in presenting this short account of Laura Bridgman
to friends on this side the Atlantic, is to give an opportunity of
responding to the Appeal on her behalf, so gently put by her bene-
factor and best friend, Dr Howe, in his last report issued shortly
before his death (see p. 8). This appeal has already secured some
small contributions for Laura, and one kind friend who had re-
ceived a little note of thanks from Laura's own hand, " invited all
friends who feel interested in Laura's case to join with her in giving
a shilling. She asks only that sum, and will be much gratified by
being able to remit at least £1 to Laura." This good work it was
felt would gladly be'shared in by many others if the peculiar circum-
stances were more widely known. A request was forwarded to
Boston for some copies of the plate which accompanied Dr Howe's
report, with a statement of the object proposed, to which the fol-
lowing reply from M. Anagnos, son-in-law of Dr Howe, has just
been received : —

Perkins Institution and
Massachusetts Asylum for the Blind,
Boston, November 28th, 1876,

My Dear Sir, — I do not know how to express to you my gratitude and
pleasure at your goodness, and that of your friends, to Laura. It goes
right to my heart I assure you ; and, what is much more to the point,
will be a great help to her.

I take the greatest pleasure in forwarding to you by mail a small
package, containing 150 copies of the plate you desire, one of her recent
photographs, one of her crotchetted mats, two lace-collars, and some
extracts of Dr Howe's accounts of Laura. I am very sorry that we have
no lithographed copies of her handwriting.

Laura's life will, I suppose, yet be written ; "but I regret to say that I
cannot refer you, at present, to any other works than those which you
yourself make mention of, viz., the Doctor's notices of her, and the sketch
given by Dickens in his " American Notes." *

Her religious feelings are very strong, and she is a regular communicant
at the Church of which she is a member ; although, owing to her infirmity,
she does not attend the services at other times.

Our friend, Dr Jarvis, is appointed Dr Howe's successor in the care of
the School for Idiots ; but as he is pretty infirm, his assistant, Dr Henry
Tuck, is the acting Superintendent. I will tell the good Doctor that you
ask for him.

I shall be much obliged if you will be so kind as to send me one or two
copies of the little pamphlet you intend printing.

Please accept, dear Dr Brodie, my warmest thanks for all your goodness
to Laura, and believe me ever yours, most sincerely,

M. Anagnos.
Dr David Brodie,

Private Institution for the Education of
Mentally Peculiar Children, Liberton, Edinburgh.

The photograph and specimens of Laura's work may be seen,
and copies of this pamphlet obtained, at the Royal Blind Asylum,
Nicolson Street, Edinburgh.

It is confidently hoped that not a few will follow in the wake of
the kind friend who has originated this effort, and that a substantial
contribution to Laura's comfort may soon be forwarded to her,

DAVID BRODIE.

Liberton, January 15, 1877.

* In a former note M. Anagnos says, "Iara sorry to say that Dr Howe's last
illness prevented him from putting into shape for publication his promised work
on the education of Laura, and that his notes and memoranda on the subject are so
incomplete and in such a crude state that no one else can finish it."

An interesting notice of Laura appears in "The Early Choice ; a Book for
Daughters," by the late Rev. W. K. Tweedie, D.D. T. Nelson & Sons, London,
Edinburgh, and New York ; and a volume, entitled " An Account of LaUra Bridg-
man," pp. 192, was published by Houlston and Stoneman, London, 1852; an article
also appears in the " Revue Philosophique," L'education de Laura Bridgman, 4ieme
livraison, Paris, 1876.

LAURA BRIDGMAN.

Dr Howe first heard of Laura in 1837 through an account in a country
newspaper, of a girl devoid of sight, hearing, and smell. His interest
was aroused, and he set off at once to ascertain the facts of the case.
He found in a village in the mountains of New Hampshire a pretty and
lively girl about six years old, who was totally blind and deaf, and who
had only a very indistinct sense of smell, so indistinct that, unlike other
young deaf mutes who are continually smelling at things, she did not
smell even at her food. Her senses had been lost through scarlet fever,
at so very early an age that Laura had no recollection of any exercise of
them. Dr Howe's proposal to give her regular instruction seemed to he
a very wild one ; but her mother, a woman of great natural ability, ani-
mated by warm love for her daughter, eagerly assented to the proposal,
and in a few days Laura was brought to his house in Boston, and placed
under regular instruction. At first several hours a day were devoted to
physical training. She learned to use her hands, and to control her
muscles and limbs. But Dr Howe's chief aim was to get her to learn the
26 letters of the alphabet, and Laura submitted patiently to the tedious
process without at all understanding its purpose. The whole course by
which Dr Howe attained his object is so interesting that we must give
it somewhat in detail. He selected two articles, a pin and a pen, so
that the signs for their names might be as simple as possible. He
familiarised her with the objects themselves, and then proceeded to form
the three letters — p e n — with his hand, making Laura feel carefully the
position of his fingers. He did the same with pin, and repeated each
lesson many scores of times. She at last perceived that the signs were
complex, and that the middle sign of the one differed from the middle
sign of the other, that is the i from the e. This was the first step gained.
This process was repeated over and over hundreds of times, until finally
the association was established in her mind between the three signs
expressed by the three positions of the fingers and the article itself, so
that when the pen was given to her she would make the sign, and when
the sign was made by her teacher she would smile as in triumph and hold
up the pen, as much as to say — " This is what you want."

Dr Howe rejoiced as well, for he felt that the first and only really diffi-
cult step was surmounted, and that by continuing the same process she
could now go on and learn the forty and odd thousand signs or words in
the English language. By degrees Laura learned all the 26 letters of the
alphabet, and how to arrange them to express various objects ; then she
learned the 10 numerals, and then the punctuation and exclamation and
interrogation points, some 46 signs in all. She had thus got the key to the
whole treasury of the English language. She seemed fully alive to the
importance of these acquisitions, and at times was too radiant with delight
to be able to conceal her emotions. Dr Howe says, " It sometimes
occurred to me that she was like a person alone and helpless in a deep,
dark, still pit, and that I was letting down a cord and dangling it about,
in hope that she might find it ; and that, finally, she would seize it, and
clinging to it be drawn up into the light of day and into human society."
And so it did happen, and she herself instinctively and unconsciously
aided in her happy deliverance.

Laura afterwards learned the same signs in types, which she could press
on stiff paper, and so read. She was also provided with types having
projecting pin-points, which, when pressed upon paper, left a dotted out-
line on the reverse side. She was also taught to write letters and words
with a lead pencil, by the aid of the French Writing Board for the Blind,
the most effective and cheapest method ever yet invented for regulating
the size of the letters, and securing straight lines.

But Laura had yet to learn the words expressive of the material, or
moral qualities of the things, with the names of which she was now
familiar. The process was slow and difficult, but her native shrewdness
and love for learning new things was so great that success followed; for
instance, she knew that some of her companions were rough and impa-
tient with her, while others were gentle and kind. By a little skill she
was made to associate the one class with a sour apple, and the other with
a sweet one, and thus she was supplied with a sign for a moral quality.
This is but a rough illustration of a process which it is difficult to explain
even in the experience of ordinary children.

But success came of faith and patience. It was Dr Howe's conviction
that Laura possessed that grand universal characteristic of humanity, the
innate disposition and capacity and desire to acquire and use a complete
language, and she only required the discovery and application of such
devices as would reach the dark and still abode in which her spirit
was enshrouded. In this faith he acted; and holding to it firmly,
succeeded in bringing her out of her mental darkness into light. Dr
Howe generously confesses that he was much aided in the training of
Laura by young lady teachers, who became in love with the work, and
devoted themselves to it with saintly patience and perseverance. Great
assistance also was given to Laura by the blind pupils of the Institution.

At an early stage of her training Dr Howe says, " She is now very
expert with her needle ; she knits very easily, and can make twine bags
and various fancy articles very prettily. She is very docile, has a quick
sense of propriety, dresses herself with great neatness, and is always
correct in her deportment. In short, it would be difficult to find a child
in the possession of all her senses, and the enjoyment of the advantages
that wealth and parental love can bestow, who is more contented and
cheerful, or to whom existence seems a greater blessing than it does to
this bereaved creature, for whom the sun has no light, the air no sound,
and the flowers no colour or smell."

The innate desire for knowledge, and the instinctive efforts which the
human faculties make to exercise their functions, is shown most remark-
ably in Laura. Her tiny fingers are to her as eyes, and ears, and nose,
and most deftly and unceasingly does she keep them in motion ; like the
feelers of some insects which are continually agitated, and which touch
every grain of sand in their path, so Laura's arms and hands are con-
tinually in play ; and when she is walking with a person, she not only
recognises everything she passes within touching distance, but by con-
tinually touching her companion's hands she ascertains what he is doing.
A person walking across a room while she had hold on his left arm,
would find it hard to take a pencil out of his waistcoat pocket with his
right hand without her perceiving it.

Thus doth her now active mind, though all silent and dark within,
commune by means of her one sense with things external, and gratify its
innate craving for knowledge by close and ceaseless attention. Her curi-
osity is insatiable, and by the cheerful toil and patient labour with which
she gleans her scanty harvest of knowledge, she reproves those who
having eyes see not, and having ears hear not.

So she went on, diligently and happily, for a score or more of years
until at last she acquired a large vocabulary ot words, and could converse
readily and rapidly with all deaf mutes and all persons who could use
these signs. She could read printed books readily and easily, finding out
for herself, for instance, any chapter or verse of Scripture. She could also
write down her own thoughts and experience in a diary, and she could
read letters from her friends in pricked type, or by the Braille system of
points. Thus was she brought at last into easy and free relations with
her fellow creatures, and made one of the human family.

During many years Laura passed most of her time in exercises such as
those above described, new ones being devised as she proceeded. She
spent as many hours daily in her studies and mental work as was consis-
tent with her health, but all the rest of the time was given to gymnastics
or learning to handle domestic implements, as the broom, the dishcloth,
and the needle ; to sew, to knit, to braid, to occupy herself in simple

house-work, sweeping floors, dusting furniture, making beds ; finally, to
more difficult kinds of work, as crotchet- work and the like.

In all these things she succeeded so well, that she is now capable of
earning a livelihood as assistant to any kind and intelligent housekeeper
who would accommodate her work to Laura's ways.

To make the whole method and process of instruction, long and tedious
as it was, fully understood, will require a good sized volume ; but I must
limit myself here to an expression of the thought and principle which
gave me courage to begin and perseverance to finish the work* I propose
to give later a minute account of the instruction of this dear child, and
the condition into which it has brought her.

Dr Howe further says — I take this opportunity to say that Laura is
now about 44 years old. Her father has recently died, and the little pro-
perty which he thoughtfully left for his widow, and this, the most dearly
beloved of his children, has been very selfishly, ungenerously, and, as I
think, unlawfully, misappropriated by some relatives, so that Laura and
her aged mother must bear such unkind treatment in the old homestead,
that they continue to live in it only through the lack of means to live
elsewhere.

Laura has for many years continued to earn a little money by making
small articles in bead and crotchet work, and she has the interest of
$2000 bequeathed to her by two kind lady friends, Mrs and Miss Loring.
She has also a home during the cold season at the Institution, but still
she barely receives enough for necessary articles of dress, whereas she has
a feminine love for personal ornamentation, and delights in fashionable
dresses, bonnets, and the like, and trinkets for her dressing table, and it
would give me, adds Dr Howe, great pleasure to gratify her innocent
taste to a reasonable, and even to a little unreasonable degree.

Any persons disposed to make addition to the Loring Fund can do so by
remitting to me, or to the Treasurer of the Institution, with explanations of
their wishes.

In response to this invitation, some friends have felt it a privilege to
send to Boston some small expressions of sympathy with Laura and her
mother in their trying circumstances, and these notes of the simple facts
of the case are sent forth in the assurance that others will gladly join in
doing a kindness to one so singularly dependent on the sympathy and
aid of her fellows. One incident in Laura's history is of such special
interest as to deserve to be here put on record

Many years did not elapse till Dr Howe heard of another case in the
.same sad condition as Laura — Oliver Caswell, a comely boy of 12 years and
in good health, but totally blind and deaf from early infancy. He was
brought to the Institution, and the same zealous and intelligent young ladies
who had been engaged in training Laura employed the same methods and
contrivances in his instruction. After long, oft-repeated, and patient efforts,

he got hold of the thread by which he was led out of his dark and isolated
labyrinth into light. Laura took great interest and pleasure in assisting
those who undertook the tedious task of instructing him. She loved to
take his brawny hand with her slender fingers, and show him how to
shape the mysterious signs which were to become to him keys of know-
ledge and methods of expressing his wants, his feelings, and his thoughts ;
so that he might have free and full communion with father, mother,
brother, sister, and friends of all degrees. No scene in a long life, says
Dr Howe, has left more vivid and pleasant impression upon my mind
than did that of these two young children of nature, helping each other
to work their way through the thick wall which cut them off from
intelligible and sympathetic relations with all their fellow-creatures.
They must have felt as if immured in a dark and silent cell, through
chinks in the wall of which they got a few vague and incomprehensible
signs of the existence of persons like themselves in form and nature,
— would that the picture could be drawn vividly enough to impress
the minds of others as strongly and pleasantly as it did to my own.
I see Laura grasping one of Oliver's stout hands with her long,
graceful fingers, and guiding his forefinger along the embossed paste-
board before them, while with her other hand she feels the changes in
the features of his face to find whether, by any motion of the lips or
expanding smile he shows any sign of understanding the lesson ; while
her own handsome and expressive face is turned eagerly toward his, every
feature of her countenance absolutely radiant with intense emotions,
among which curiosity and hope shine most brightly, Oliver with his
head thrown a little back shews curiosity amounting to wonder, and his
parted lips and relaxing facial muscles express keen pleasure until they
beam with that fun and drollery which always characterize him. * * *
Three years wrought a strange change and wonderful improvement. They
would stand face to face as if expecting some burst of light to dispel the
utter darkness, and enable them to see each other's countenance. They
seemed listening attentively for some strange sound to break and dispel
the perpetual and death-like silence in which they had ever lived, and
permit them to hear each other's voice. * * * How changed again the
scene of their intercourse after four years use of tangible speech had
given them a great range of language and enabled them to interchange
thoughts and emotions easily and rapidly ! Laura, quick as lightning in
her perceptions of meaning and in her apt replies, would still almost
quiver in her eagerness for greater speed in the flow of her companion's
signs. Oliver, patient, passive, reflective, and even smiling, was closely
attentive. As the interest increased, Laura would gesticulate with arms
and hands as well as fingers, and dance up and down upon the floor
excitedly ; while Oliver's face, as he grew a little moved, would become
flushed, and the perpetual smile on his lips would spread into a broad

laugh, which made his pallid face the very image of fun and frolic. No
scene on the boards of a pantomimic theatre could exceed this real, living,
but silent, intercourse between two sorely bereaved but happy youths, who
never thought of the impression which they made upon beholders.

Oliver's case was in some respects even more interesting than Laura's,
because although far inferior in mental capacity, and slower in perceptions,
he had an uncommonly sweet temper, an affectionate disposition, and a
love of sympathy and of fun, the gratification of which made him happy
at heart, and clad his handsome honest face in perpetual smiles. But
Laura, although comely and refined in form and attitude, graceful in
motion, and positively handsome in features, and although eager for social
intercourse and communion of thought and sentiment with her fellows,
had not that truly sympathetic nature which distinguished Oliver.

Oliver's progress in learning language and acquiring intellectual know-
ledge is comparatively slow, his memory is not tenacious, a great part of
what has been taught him he forgets in a month afterwards. This
is true of all the intellectual branches, especially of those in which
objects are not used as illustrations; but it is not true of the mechanic
arts, of the knowledge of persons and things with which he comes in con-
tact. He is a very apt learner at any handiwork ; he delights in the use
of tools, and excels most of his companions in the workshop. He never
forgets a lesson which has been taught him there.

Oliver Caswell, too, will have full mention in another place ; he points
my moral and adorns my tale here by giving living proof that a blind
and deaf mute man may pass his life usefully and happily ; and may
make himself independent by the trained work of his own hands, and lay
up a surplus in the bank for his old age. His right to be recognised as
an intelligent and morally responsible person has been fully established.

Henceforward there can be no excuse for leaving any deaf and blind
mute, who has ordinary capacity, in the state of irresponsible idiocy to
which persons in this situation have heretofore been condemned by high
legal authorities,* as well as by public opinion.

* "A man is not an idiot if he hath any glimmering of reason, so that he can tell
his parents, his age, or the like matters. But a man who is born deaf, dumb, and
blind is looked npon by the law as in the same state with an idiot ; he being
supposed incapable of any understanding, as wanting all those senses which furnish
the human mind with ideas." — Blackstone's Commeoitaries, vol. i. p. 304.

"Bear ye one another's burdens, and so fulfil the law of Christ."-

Gal. vi. 3

CONTRIBUTIONS FOR LAURA BRIDGMAN.

Friends receiving contributions will oblige by detaching this sheet and for-
warding it with the amount collected to Dr Brodie, Columbia Lodge,
Liberton, at as early a date as possible.

" Every man according as he purposeth in his heart, so let him give,
not grudgingly, or of necessity, for God loveth a cheerful giver." — 2
Cor. ix. 7.

COLLECTED BY

LAUKA BRIDGMAN.

A friend has kindly supplied what was looked for in vain before thepublica-
ion of our notice of Laura, a record, viz., of her contribution to the famine-
stricken Irish, in 1846, which we beg now to present as a most appropriate
supplement to our appeal on her behalf, is it not our turn now to " give into
her bosom, good measure, pressed down, and shaken together, and running
over" — Luke vi. 38.

"Her finger ends became endowed with, faculties almost

miraculous. . . . Her little white whispering, loving, listening fingers.
. . How she plied at morning, noon, and night, these fingers ! Wonder-
ful fingers ! It seemed that the very finger of God had touched them
with miraculous susceptibilities of fellowship with the spirit world and
that around her ; she put them upon the face of His written word, and
felt them thrilled to her heart with the pulsations of His great thoughts
of love to man, and then she felt for others' woe. Poor child ! God bless
her richly ! She reached out her arms to feel after some more unhappy
than she in the condition of this life ; some whose fingers' ends had not
read such sweet paragraphs of heaven's mercy as hers had done ; some
who had not seen, heard, and felt, what her dumb, silent, deaf fingers had
brought into her heart of joy, hope, and love. Think of that, ye young
eyes and ears, that daily feast upon the beauty and melody of this outer
world.

"Within the atmosphere of her quick sensibilities, she felt the presence
of those whose cup was full of affliction. She put her fingers, with their
throbbing sympathies, upon the lean, bloodless faces of the famishing
children in Ireland, and her sightless eyes filled with the tears that the
blind may shed for griefs they cannot see. And then she plied the
needle with those fingers, and quickened their industry by placing them
anon upon the slow, sickly, pulse of want, that wasted her kind at noon-
day across the ocean. Days and nights too — for day and night were alike
to her wakeful sympathies — and weeks she wrought on with her needle.
And then the embroidery of those fingers was sold to the merchants —
would it had been sold to England's Queen, to be worn by the young
princesses on days of state ; it was sold, and its purchase price was a barrel
of flour, instead of a country's harvest, which it was well worth. And that
barrel of flour was stowed away, without other private mark than that the
recording angel put upon it, among the thousands that freighted the
Jamestown on her recent mission of brotherly love to Ireland. That
barrel of flour ! would that it might be to all the children of want in
Ireland what the barrel of meal was to the household of her who enter-
tained the prophet of old. That barrel of flour ! would at least that those
whom it supplies with bread, might know what fingers wrought for their
sustenance. Laura Bridgman and her barrel of flour should teach
the world a lesson worth the woes of one year's famine. Let all the
children of England and America learn that lesson by heart, and Ireland
and the whole family of mankind will be the better for this grievous
visitation of want." — " Sparks from the Anvil," by Elihu Burritt. London,
G. Gilpin. 1847.

" How beautiful and affecting is the idea of this angelic girl spending
days and days in toil, to obtain a little fund, so that she herself might
administer to the wants of those who were more miserable even than
herself." — From an interesting account of Laura in Howitfs Journal, Oct. 9,
1874.

D. P,

KONDAY EVENING. AUG. 9. 1875.

" Poor '■" Laura Brsbcsman. A writer irn the
Christicrij.'iUnion thus ,» describes a visit tc Lautra
Bridgman, J3r. Howe's guptl, born blind, deaf and
dumb, at her home noac the Institution fa* the
blind at Qfcuth Boston:

*' If any t>ne supposes 'sasafehy reason of her dSpriva-
tion she jj^queer or awk^jard. in person or mar nets, he
is altogether in error. Tfeere is nothing at all singular
in her appearance. When I entered the parlor a
member ii the family with, whom she lives ware.pkty-
ing on taee piano, and eiose- beside her, on a 'ojw seat,
there wrssa very slight, ~er? erect, quiet, self-possessed
looking girl, who seemeiLte*be listening to tbev-mosic,
while n«r hands were busy over some crocfceting or
similar vork. ' She would have been taken for«a guest
who Wfias nimbly fashioning some prettv article w/hile
being entertained with music.

The expression of hej. face was bright and interest-
ing, ar.ct- one watching. heir satisfied look would, have
been s.qjw to believe ttatshe did not hear. The green
shade oyer her eyes in'Moated that she wa3 cue of the
blind . 3he had on a bvowia. dress, a blue rifcb©a at the
neck- ,i*gold ring and chain, and a watch cr locket in
her bolt — a neatly at-sired, genteel, ladylike person,
looking about thirty- five*, though her age is really not
far fr^jja forty-four, 'vssfch sort, brown hair, smooth aud
fine, 3cwell shaped bead-, fair complexion and taud-
soni3<-£eatures. That.„was Laura. Dr. Howe epoke of
her a#> 'comely and * refined in form aud: attitude,
grasef ul in motion .. and positively hamlsnme in f ea-
|uE68>' and of ner ^expaessive face,' (Thigh* indeed,
in censibility and intelligence, is above instead of be-
lo»svihe average. -/L^soon as the inforu^tjon was coa-
veyed.to her that she had a visitor fix m. her native
State who knew people. Sn the town where - her nearest
kindred live, she c^ane swiftly across the room, leav-
ing he^ work on tb-3 cerrtre table as sko^passe*! it, and
grasped my band, laughing with the, oagernes3 of a
3ii Id.

Then she sat dcTssaface to face to t&q£ with the lady
who has charge c£her, and commerced, an animated
oonTersalion, by^tbj& manual alphabet,, easily under-
stood by one whQ'has; practiced itj lu,t tha sleight-of
band by whicb the fingers of the fsiendly Jrostess, ma-
nirvulating on Laura's slender waists,, ccaannunicated
with that living consciousness shut-in there without
, orae perfect soTjse except to taste 332-d toueh, was some-
thing mysteri;*is>, iiascrutable, to aay duller sense. Yet
that the con-munication was deftfeite* quick, incisive.,
s© to speafc;, was manifest enjaagh., tor Laura's fa&$\
beamed, and she was all alert Partly by the letters , ;
and partly t j^sigos she said a g^eat deal to me. She^- I
'ought to be' at home to be company for mother,' e-beV
said ; and cnce or twice she fashioned the word 'magog
ma' very distinctly with her Eos., With regard to tbJ5;
vocal exp-jession, Dr. Howe eaj^:: * Sue ha3 attained:
such faci ity, for talking in tha^inanual alphabet thot I.
regrtt ih^ijl did not try also, sp; teach her to speak, by
vocal organs or regular speech.* She aakedif licpew,
a member of her family now;- dead, and said, ^Thisfc
was a iaag year after Carl d?jed»*

She ceeined brimming exm with things to tell u£&,
and w^ated me to know aifOiut her teachiug komie of
the bl^id girls to sew, which is pare of her £a*ly em-
ployment m the school near by, and which she takes
greaA pride in, threading the needles and making; her
pupils pick out their w&rk if it is not doaip n-icely.
She is a good seamstress herself, does fanc;vWOi-k and
ca;@ run a sewing machine. Next, she caughfe hold of
my band and led me. %p two flights of stairs to her
room to show me hey things, but the first, movement
«as to take me to the window, where sh.ej pa ted on
, the glass and signified that I should see what a pleas-
jj ant prospect there, was from it. And t>;£re she, who
i had never seen ca- heard, waited by ur,v side in great
; content while 1 Soaked and listened,. The sky was
blue, with white clouds floating ove^- it, and birds,
were singing, it was a perfect Apgii day, but she
could ge- no consciousness of it except in the sof tne-ss.;
of the air. "Set her face was radiant, and she stood-
there as though she both saw and hjeard.

I wish 1 could bring before all those who are d&*
contented with their lot, repiniag because God has
withheld, something from them, «c taken sometbiug
away, tb# cheerful face of this #Vrl who has so, little,
but wb*> accepts it as if she bad all; who ha& sever
seen a 3a.uman countenance at heard a human* voice;
who $» the infinite glory and beauty of thi& outward
world has no part, shut in bv herself in that silent,
dark» unchanging, awful loneliness. FinaAljy she took
ouj a sheet of paper, pressed it down on ma* French
writing board, examined the point of he*- pencil, and
wrote her autograph : * God is love and. froth. L.N.
JJndguian.' And then from her needh>c&se and spool-
box she produced a cambric needle andjfinejcotton, and
showed me how ahe threaded a needle, which was
done by holding the, eye again3t the, tip of the tongue,
the exquisite nicety of touch in her tongue guiding her
to pass the thread through. It was done in an instant,
though it seeined impossible to do it at all, and then
she presented me the threaded needle triumphantly,
having secured it by slipping a knot."

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